Daria Oznobikhina
Project "Outdoor games as a means of increasing interest in physical culture among children of senior preschool age"

Municipal budgetary preschool educational institution

kindergarten of a general developmental type No. 93 in Tomsk

Project theme:

"Sports games as a means of increasing interest in physical culture among children of senior preschool age"

By dominant activity: social - communicative

By the number of participants - group

The nature of contacts - among children of the same group

Duration - short term

Formulation of the problem: During physical education classes and conversations with them, I realized that children at home do not engage in outdoor games at all.

An analysis of the practice of preschool institutions shows that recently a lot of preschool institutions have been working on new comprehensive programs, but unfortunately they are limited to the framework of physical education, aimed mainly at developing the basic qualities of movements in children. Often, parents do not instill in their child the need for a healthy lifestyle. However, this is not enough.

Project relevance: In modern conditions, there is a sharp deterioration in the health of children.

Modern children experience “motor deficit”, i.e. the number of movements they make during the day is below the age norm. It is no secret that in kindergarten and at home, children spend most of their time in a static position (at tables, watching TV, playing quiet games at the table). This increases the static load on certain mouse groups and causes them to become fatigued. The strength and performance of skeletal muscles are reduced, which entails a violation of posture, flat feet, a delay in age-related development, speed, agility, coordination of movements, endurance, flexibility and strength. Physically weakened children are subject to rapid fatigue, their emotional tone and mood are reduced, which in turn negatively affects the nature of their mental performance.

In our opinion, outdoor games occupy the leading place in meeting the biological needs of a preschool child in movement. It is in outdoor games that a child gets a unique opportunity to maximize his own activity and creativity, eliminate the lack of movements, realize himself and assert himself, get a lot of joyful emotions and experiences.

Project activity object: Sport games

Subject of project activity: rules of sports games

Objective of the project: Strengthen the health and improve the performance of children through the organization of outdoor games and games with elements of sports.

Tasks:

1. Develop and implement a project plan for the formation of relationships between older preschool children using outdoor games.

2. To teach children the rules of outdoor games and the ability to use them in independent motor activity.

3. To develop the ability of children to interact with members of the children's team, to provide mutual assistance.

4. To form in children the skills of adequate, respectful and benevolent behavior when interacting with each other.

5. Raise interest in physical education and sports.

Hypothesis: if you use sports games, then the interest of older preschool children in physical culture increases.

Project resources:

1. Physical culture corners in the group.

2. Sports hall.

3. Physical culture equipment and sports equipment.

4. Methodological tools (card file of outdoor games, abstracts of conversations, classes, etc.).

5. A selection of methodological literature “Physical culture and health improvement of preschool children”.

Project stages:

Stages Teacher's activities Children's activities Interaction with parents

organizational A selection of games

Inventory Desire to take part in outdoor games

Basic Learning words in the game.

Creation of drawings about outdoor games. Exhibitions of drawings and design of the album "Our Creativity". Active participation in the implementation of the project: participation in conversations, joint activities with parents on the topic: “Outdoor games at home”

Participation in creative activities in the preparation of a collective work Memo for parents about "Mobile games in the family"

"Through the Brook"

"Get the bag in the circle"

"aircraft"

"Find where it's hidden"

"At the bear in the forest"

Final Design of the exhibition of children's and parent's works

Sports games on the street

"Zimushka-Zima" Active participation in winter games on the street

Educational areas Joint educational activities of a teacher with children, taking into account educational areas Organization of a developing environment for independent activities of children Interaction with parents

Group, subgroup

Physical development Development of speed, dexterity, coordination of movement Outdoor games

"At the bear in the forest"

"aircraft"

"Lovishka" Memos to parents about the benefits of outdoor games at home

Artistic and aesthetic Listening to music, looking at paintings, illustrations Looking at illustrations about outdoor games

Speech development Learning chants from outdoor games

“I take mushrooms and berries from the bear in the forest.

The bear caught a cold

Frozen on the stove!

Learn poetry with parents

Expected results:

1. Increased emotional, psychological, physical well-being.

2. The formation of a hygienic culture.

3. Improvement of somatic indicators of health

4. Presence of needs for a healthy lifestyle and opportunities to ensure it

Project product:

1. Exhibition of drawings about your favorite outdoor game

2. Memo to parents "Play outdoor games with your child at home"

3. Sports games on the street "Hello Zimushka - Winter"

Criteria for evaluating diagnostic results

Low - the child's movements in outdoor games are not confident, in his free time in a group and on a walk he does not play outdoor games. Shows no interest in the game. Does not know the rules of conduct during the game.

Average - the child's movements in outdoor games are confident but not always, in his free time in a group he does not always play games. listens to the instructor, but does not always follow the rules of the game. Shows interest in the game through time.

High - the movements of the child in outdoor games are confident and dexterous. In his free time in a group and on a walk, the child organizes outdoor games with other children. Follows all the rules of the game, shows interest in the game. Listens to the instructor, quickly learns speech accompaniment.

Project presentation

1. Exhibition of drawings on the theme "Favorite outdoor game"

2. Presentation of the project

3. Sports entertainment "Hello Zimushka - Winter"

Reflection: as a result of the work of my project, the children learned how important it is to engage in outdoor games, what is the use of it. Children understand that games must be played by the rules. During the game, such physical qualities as speed, dexterity, coordination of movement are developed. Children learned to choose and play outdoor games on their own.

Forecast of possible negative consequences, methods of correction

Negative consequences Correction methods

Some children did not show interest in the game Pick up masks, musical accompaniment

Did not follow the rules of conduct in the game Before the game, tell about the rules of conduct in the game

Children do not engage in outdoor games at home Distribute memos with games to parents

Literature:

1. Berestova Z. I.; Healthy baby: a program for the improvement of children in a preschool educational institution /. - M. : TC Sphere, 2004.

2. Voloshina L. N., Kurilova T. V. Games with elements of sports for children aged 3–4 years. The program "Play for your health" and the technology of its application in preschool educational institutions. - M .: Publishing house "GNOM and D", 2004.

3. Internet resources

4. Litvinova M. F. "Russian folk outdoor games", Iris Press M.: 2003, 192p.

Related publications:

Fitball-gymnastics as a means of increasing motor activity and improving the health of preschool children Fitball-gymnastics contributes to the development of motor qualities (strength, coordination, flexibility, balance function, vestibular apparatus).

Formation of a sustainable interest of children of senior preschool age in physical culture and sports Municipal budgetary preschool educational institution "Child Development Center - Kindergarten No. 15" From the experience of a senior teacher.

Project Method as a Means of Ecological Education of Senior Preschool Children My pupils are very fond of educational activities in environmental education. Systematic observations of nature, stories.

Non-standard equipment as a means of increasing children's interest in physical activity Consultation for teachers. Good health is the foundation for a comprehensive and harmonious overall development. It is in childhood that they are laid.

The method of experimentation as a means of developing cognitive interest in children of senior preschool age Master class "The method of experimentation as a means of developing cognitive interest in children of senior preschool age during familiarization.

Master class "Games and experiments as a means of environmental education of children of senior preschool age" Municipal Educational Institution "Ynyrginskaya secondary school" Kindergarten "Sun" "Games and experiments,.

Master class in physical culture for educators "Mobile games with fitballs" At the master class - I want to introduce you to how to organize fitball games. After all, we all know that the game is the most accessible.

Seminar "Developing games as a means of forming mental processes in children of senior preschool age with mental retardation" The relevance of this work lies in the fact that in children with mental retardation, upon admission to school, deficiency is detected.

D. S. Likhachev. : The culture of mankind moves forward not by moving in the "space of time", but by accumulating values. In everything.

Scenario of joint activities of physical education instructors with children of senior preschool age Scenario of joint activities of physical culture instructors with children of senior preschool age. Topic: “Meeting with an athlete.

Image Library:

Playing together is a unique kind of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in the game. And above all, games with rules, a traditional means of folk pedagogy, have a positive effect on their relationship.


In the methodology of physical education for elementary school, many means have been developed by which the harmonious development of the child's body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, the ability to control one's actions. However, dance-rhythmic elements, elements of rhythmic gymnastics and plastics have not yet been given due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child's personality. Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of educating children in a respectful attitude towards each other, manifesting such qualities as mutual assistance, solidarity in the performance of the proposed tasks. In my plot lessons, I use oral folk art materials, local history material, show slides and films.


Role-playing lessons can consist of competitive programs, such as "Sports serpentine", "The best", "Forward to the Olympic medal".
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical and ethical development of children is carried out. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in elementary grades are the basis of the initial stage of the formation of a harmoniously developed personality that combines spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed and strength indicators on physical education lessons in middle school.

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«Article "Plot-role-playing games at physical culture lessons"»

Tolkova Svetlana Viktorovna, teacher of physical education, secondary school No. 8, 446306, Samara region, Otradny, Orlova street, 20 kv.28, e-mail: [email protected], 89276937721

Role-playing games at physical culture lessons as a means of harmonious development of a child's personality.

A physical education lesson, more than any other lesson, is fraught with joy for a child: movement itself is a joy for a growing organism. And if the teacher clearly organizes the lesson, and the children do not sit, freezing, on the benches along the wall, then the physical education lesson is a great joy for them. It should be. This corresponds to the physiology and psychology of the child, as well as the desire for everything new and unusual. I strive to ensure that in my lessons children experience the joy of movement, the joy of learning new things, the joy of discoveries.

Pupils of elementary grades are engaged in physical culture with great pleasure. They are especially interested in various types of games: from folk games to sports - basketball, football, hockey, table tennis, badminton, etc.

Various types of games and exercises contribute to the improvement of the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory), improvement of physical development, physical fitness of children, education of positive moral and volitional qualities. It is very valuable that playing games contribute to the education of positive character traits in primary school students, create favorable conditions for the development of friendly relations in the team, mutual assistance. They are held in summer and winter not only in the gym, but also in the open air, which is an effective means of hardening the child's body.

Outdoor games are one of the most favorite and useful activities for children. They are based on physical exercises, movements, during which participants overcome a number of obstacles, strive to achieve a certain, pre-set goal. Due to the wide variety of the content of gaming activities, they comprehensively affect the body and personality, at the same time, contributing to the solution of the most important special tasks of physical education, for example, the development of speed-strength qualities.

Gaming activity is always associated with the solution of certain tasks, the fulfillment of certain duties, overcoming various difficulties and obstacles. Overcoming obstacles strengthens willpower, cultivates endurance, determination, perseverance in achieving goals, faith in one's own strength.

All these developmental aspects are enhanced by the specifics of role-playing games.

That is why the competent use of role-playing games in physical education lessons is not only useful for children, but also extremely important, since the correct “inclusion” of game elements in the process of physical education actively contributes to the harmonious development and physical fitness of students. In my work, I actively use role-playing games in the process of physical education of primary school students. Taking into account the educational and developmental significance of games, the solution of a set of tasks of physical education is pursued:

strengthening health, improving posture, promoting harmonious physical development, hardening;

formation of knowledge and skills in the field of personal hygiene;

introduction to independent physical exercises, outdoor games;

education of discipline, responsiveness, honesty, courage;

development of children's creative abilities in physical education lessons.

Playing together is a unique kind of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in the game. And above all, games with rules, a traditional means of folk pedagogy, have a positive impact on their relationship.

In games, more than in other physical exercises, participants can perform various motor actions as they want, as their individual characteristics allow them. One of the unconditional factors of the attractiveness of games is the element of competition. They contain clearly expressed aspirations of the players to win: to quickly run around the circle, catch up with a partner or have time to run away from him. Games in which participants are divided into groups, teams, and where each group or team, each team member strives to achieve the best results, win, are even more clearly competitive.

While playing, children satisfy their inherent need for movement.
In the methodology of physical education for elementary school, many means have been developed by which the harmonious development of the child's body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, the ability to control one's actions. However, dance-rhythmic elements, elements of rhythmic gymnastics and plastics have not yet been given due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child's personality. Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of educating children in a respectful attitude towards each other, manifesting such qualities as mutual assistance, solidarity in the performance of the proposed tasks. In my plot lessons, I use oral folk art materials, local history material, show slides and films.

To increase the working activity of children, their moods, I often use musical accompaniment, for which they use folk, classical and modern music. Unusual plot lessons - improvisation and dancing. No matter how difficult the learning material is, dance is an integral part of the lesson. Various types of movements are used in dances: rhythmic gymnastics, rhythmics, plastics, elements of theatricalization. The guys love to dance. Through dance there is an acquaintance with Russian culture and the culture of other peoples and countries. Dancing has a positive impact on the aesthetic feelings of children, brings up organization and discipline, makes the plot lesson meaningful and complete. The plot lesson is a performance, and the children on it are artists. The task of the teacher is to reveal the creative and physical potential of children, to give each child the opportunity to express themselves and be happy for themselves and others. Role-playing lessons are a special organization of a physical education lesson, in which the set educational tasks are solved in a creative, playful way using a previously conceived plot in conjunction with the performance of various roles.

On the one hand, role-playing lessons give children momentary joy, on the other hand, these lessons should be directed to the future, they should simulate any fairy-tale or life situations. Examples of role-playing lessons are the games "Journey to the Jungle", "Find the Treasure", "Sports Marathon", "We are Robinsons".
Role-playing lessons can consist of competitive programs, such as "Sports serpentine", "The best", "Forward to the Olympic medal".
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical and ethical development of children is carried out. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in elementary grades are the basis of the initial stage of the formation of a harmoniously developed personality that combines spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed-strength indicators on physical education lessons in middle school.

PROJECT ON

« Outdoor games"

1. Introduction

The prehistory of the game goes far back centuries. Play is inextricably linked to childhood. The world of childhood cannot be imagined without play. Play is the leading form of activity. It encourages the player to use certain efforts to overcome difficulties. With the help of the game, children strengthen not only dexterity, endurance, but also learn to think logically, develop speech, form diction. During the game, children experience and support each other, try not to offend and understand their comrades. The game serves to form and unite the team. That's why we all love to play so much!

The structure of games allows players to be involved in interaction. Children themselves regulate relationships, resolve controversial issues, find a way out of a conflict situation. Games are a unique tool for instilling initiative, independence and organization in children.

In the conditions of modern civilization, the computer has actively entered the life of every schoolchild. There have been many interestingcomputer games. As a result, schoolchildren spend more and more time at the computer both at school and at home, without thinking about the harmful effects on health. My parents take care of my health and therefore advise me to play more outdoor games on the street.

I haveproblem outdoor activities, as it is impossible to call the guys outside: they almost all sit at computers.

I decided to convince my peers to play outdoor games when doing this work.

2. Goals and objectives of the project

The purpose of my research work was to find out what games the guys prefer to play in computer or mobile games.

To achieve this goal, it is necessary to perform a number of tasks:

Conduct a study among students in my class on their preference for types of games; To do this, create a questionnaire and interview my classmates

To study the history of Russian outdoor games.

Play some "forgotten" games with classmates,

show that these games are fun and exciting. To interest children in outdoor games; create a card index of outdoor games for the children of our class.

Hypothesis:

I assume that the guys prefer computer games. Research methods: observation, questioning, literature study, survey, games.

Object of study:

Ancient Russian outdoor games and modern games for children.

3. From the history of Russian outdoor games. Types of games

From the literature, I learned that many branches of knowledge have been and are engaged in the study of games: history, pedagogy, theory and methodology of physical education.

For many centuries, the game has been the main method of education and was the preparation of the child for adulthood. In Rus', it was believed that childhood is the time allotted for games. This is how the tempering of the future character took place, this is how the child learned to overcome pain, to remain calm in emergency circumstances, learned to forgive insults and respect the opponent. In addition, the game developed physical strength, dexterity, resourcefulness, as well as the ability to sing and dance, tell stories, imitate the singing of birds and the habits of animals.

Russian children had a variety of games:

finger,

competitive,

dramatic,

round dance.

Finger games were intended for the smallest: the basis was the movement of the child's fingers, accompanied by the pronunciation of short verses.

adversarial games are outdoor games, the purpose of which is to achieve superiority over the others, to show one's physical strength, dexterity, and resourcefulness.

dramatic - these are whole plays, dialogues

round dance accompanied by dances, songs, pantomime.

Most of their time the children of the peasants spent on the street. Therefore, they knew much more street games than those intended for indoors. Only in severe winter frosts did they sit in the hut, and then it was time to play with toys. True, the peasants severely limited their children in the number of toys. Toys were extremely rarely bought: older children made them for themselves, grandparents made them for the little ones.

During adolescence, children also devoted all their free time from household chores to games. Among the games, the most popular were different types of traps, tags, hide and seek, hide and seek. There were many games in which balls, harnesses, ropes were used. In winter, children went skating and sledding, played snowballs, and stormed snow fortresses. There were often races on ice on sleds, which were very similar in design to Finnish sleds. Many children have always participated in street games - therefore, village games were, as a rule, massive.

There are currentlycomputer games - games on a computer, game consoles, tablets and other electronic devices.

4. Questioning children.

To explore what games my classmates play, I conducted a survey. I included the following questions in the survey:

Which games from the list are familiar to you?

What are your 2-3 favorite games?

After I conducted a survey of 25 classmates and received answers, I collected the results and deduced the percentages.

It turned out that when asked what games do you prefer, 68% (17 people) - computer games, 40% (10 people) - outdoor games (teed, hide and seek, bouncer), 24% (6 people) love board games and 36% reported sports games, such as football, tennis, basketball, and 16% (4 people) do not know any games.

It's a pity that my classmates like to play computer games more than with friends. But the fact that a little less than half of the guys love moving

games are wonderful.

When asked which games from the list you are familiar with, the guys almost all know such wonderful games as tag, catch-up, hide-and-seek, bouncer, blind man's blind man's, checkers, chess, football. A little less guys know dominoes, telephone, computer.

When answering a question:

How often do you play outdoor games? It turned out that less than half of the guys play outdoor games more than 3 times a week, and 14% play 2-3 times a week. Computer games are still played more than 32% 2-3 times a week, and 46% more than 3 times a week

Among my classmates, computer games turned out to be the most favorite. A third of the guys named the bouncer, dogs, pioneer ball, potatoes, checkers as their favorites.

My research shows that guys love computer games.

Of course, sorry!

Recently, they have been talking not only about the benefits of a computer, but also about the dangers, because children use it more for playing .. Those who spend a lot of time at a computer may deteriorate their eyesight, bend their spine. Mobile, sports games bring only benefits.

In order to interest my classmates in outdoor games, I created a card file of games, such as Burners, Brook, Shtander, Lame Fox. "Third wheel".

We have played these games. Everyone liked it. We played together and had fun. I hope that now we will play outdoor games more often, and I will constantly replenish the card index with outdoor games.

6.Conclusion

During my research, I discovered. That the current generation prefer to spend their free time at the computer. Slightly less than half of the guys love outdoor games, but they do not know them enough. It is good that children play board games, checkers, loto. But still, children need to play more outdoor, sports games, develop physically

We, the children, are the best distributor and promoter of games. And in order for the games to live, you need to talk about them. They need to be played!

Bibliography:

Byleeva L.V. Games of the peoples of the USSR / Comp. L.V. Byleeva, V.M. Grigoriev. - M .: Physical culture and sport, 1985. - 269 p.;

Keneman A.V. Children's outdoor games of the peoples of the USSR: a manual for kindergarten teachers / Ed. ed. T.I. Osokina. — M.: Enlightenment, 1988. — 239p.: ill.;

Kuznetsova Z.M. Folk games at the lessons of physical culture / Z.M. Kuznetsova. - Naberezhnye Chelny, 1996. - 160 p.;

Yakub S.K. Let's remember the forgotten games / S.K. Yakub. - M .: Children's literature, 1988.

Annex 1. Questioning classmates

Number of respondents - 25

What games do you prefer: computer, board, mobile or others?

Computer 17- 68%

Mobile (tags, hide-and-seek, hide-and-seek) 10 - 40%

Board games (checkers, chess) 6 - 24%

Sports (football, pioneer ball, volleyball) 9 - 36%

Mark the games that you are familiar with?

Brook

Qty

Salki

hide and seek

catch-up

Townships

Lapta

dodgeball

Zhmurki

ringlet

Chizhik

Classics

rubber bands

12 sticks

Telephone

edible-inedible

Burners

knives

Dominoes

Chess

Checkers

Lotto

Volleyball

Football

Hockey

Tennis

Fanta

How often do you play outdoor games?

Qty

• very rarely

  Once a week

  2-3 times a week

  More than 3 times per

The use of role-playing games in physical education lessons.

Physical education teacher

MBOU "Rodionovo-Nesvetayskaya secondary school No. 7"

Datchenko S.V.

When the academic quarter comes to an end, the lessons, no matter how interesting they are, begin to become boring, the desire to study fades away. The soul of a child demands something new, unusual. A plot-role-playing lesson can add variety to the monotonous educational life. Of particular interest is the conduct of such lessons in elementary school.

I am constantly looking for new ways to energize students. Lessons become active when they essentially turn into a dialogue between the teacher and students, as well as between students. My non-standard lessons become such a dialogue, each of which is a constant search for pedagogical discoveries.

In order to make your unique individual experience accessible to the perception of others, you need to capture it in the material, find for it its own unique form. I want to understand myself and be understood by others, I search anew for each case, by what means to express this mine? After all, I want to express myself in such a way that others know about my pain, joy, doubt, delight.

My commandment: "Study, understand the student and help him learn." I consider the goal of my work not only to master the ZUNs, but also the formation of a person, the acquisition of himself, his human image, a unique individuality.

In the practice of my work, I widely use competitive and gaming technologies that help to solve not only the problems of health protection and socialization, but also the problems of motivation and development of students. In the game, the child "grows up" for several years ahead, because in the game the child himself makes decisions, he chooses a way to beat a friend. The game helps a person to fulfill himself, to take responsibility for the action performed, and through game communication, a growing child manifests and forms a worldview, the need to influence the world, to adequately perceive what is happening. It is in the game that, regardless of the consciousness of the child, various muscle groups work, which also has a beneficial effect on health.

In developing learning, the game models the process of researching a real or simulated problem situation, independent decision-making in accordance with the rules of the game and the model of interaction, evaluation activities in the analysis of decisions made and the results achieved.

In the methodology of physical education for elementary school, many means have been developed by which the harmonious development of the child's body is achieved. Games and exercises are given that develop dexterity and endurance, courage and speed, the ability to control one's actions.

Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, striving to achieve from the children a respectful attitude towards each other, the manifestation of such qualities as mutual assistance, solidarity in the implementation of the proposed tasks.

In their plot lessons, materials of oral folk art, local history material are used, slides and films are shown. To increase the working activity of children, their moods are often used musical accompaniment, for which they use folk, classical and modern music.

The plot lesson is a performance, and the children on it are artists. The task of the teacher is to reveal the creative and physical potential of children, to give each child the opportunity to express themselves and be happy for themselves and others.

Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

Abstract of the plot-role-playing lesson "Journey to the island" Chunga-Changa ".

Chapter: "Gymnastics".

Lesson topic:"Improving Ways to Overcome Obstacles".

Target for a block of lessons (Overcoming obstacles).

Assistance in the formation of a creative self-responsible personality capable of self-development.

Development of the volitional sphere.

Development of motor abilities.

Lesson objectives:1. Contribute to the formation of students' skills

succeed in overcoming obstacles.

2. Development of intellectual, communicative

abilities.

3. Development of physical qualities: speed-strength,

speed, agility.

4. Education of a close-knit team, feelings

partnerships, partnerships.

5. Development of self-confidence and abilities.

Hall decoration: one of the walls of the hall is decorated with a panel depicting an island with palm trees, the sun, clouds, animals (elephant, tiger, turtles, monkeys, crocodiles, lions, parrots). The contour of the hall (island) is marked with racks on which palm trees are fixed.

During the classes:

Entrance to the hall under the "Olympic anthem". I started my lesson by entering the hall to rhythmic music. Such a reflex signal helps to more successfully distract students from extraneous thoughts and helps set them up for an organized start of the lesson against the backdrop of positive emotions that improve their attitude towards the upcoming learning activities. Construction, greeting, report.

Teacher - The lesson we have today will be unusual. It is cold and frosty outside the window, and in order to warm up a little, we will go on a trip to the wonderful fairy-tale island of Chunga-Changa, where it is very warm and sunny. I hope you enjoy the lesson, you will learn something new, become a little stronger, a little faster. (1 min.)

Teacher - Before we start the lesson, I want to tell you about the boy Petya. (The use of information technology - the "charging" presentation, which helped me present the theoretical material). (1-3 slide). Reading poetry (one by one, students read). Question? What do you guys think, did Petya do everything right? And why? What did you do right, and what could be wrong? What would you do? Where does your morning start? Why do you even need a charger? (Listen to the children's answers). I offered the children the technology of situational learning - an evaluation situation was proposed that required their own evaluation activities, the expression of their opinion (it was necessary to evaluate the activities of the boy Petya). (4-5 slide). (3 min)

Teacher - And now, guys, let's make up the rules that you and I must adhere to when doing morning exercises? (By analyzing the actions, she suggested that the guys draw up the rules for doing morning exercises). (6-7 slide). Fixing the rules for doing morning exercises.

Where and where is the best place to recharge?

• What exercises to include?

  How much exercise should be?

  What exercises do we start with and what exercises do we end with (order of exercises)?

  Perform to music? (3 min)

Teacher - (8 slide). Oh, and what kind of “abra-kadabra” is this written in our country? What kind of "horror story" is this? Is there something wrong here? Guys, could you help me? Tell me what's wrong here? What spellings need to be applied here in order to correctly write the word "charging". (Listen to student suggestions.) And let's check if you correctly name the spelling, then our horror story will disappear. (If the students insert the letters correctly, the "Scary" will disappear and the "Sun" will appear). Thank you. And who knows proverbs or sayings about exercise, about sports? Name them to me, please.

Here I used interdisciplinary connections (with the Russian language). I have been using these for a long time. At each lesson, starting from the first grade, the children and I memorize 2-3 unknown words, the spelling of which I explain to the children and hang these words in a conspicuous place, so that when running or passing by, constantly involuntarily come across this word. Thus, there is a visual perception of these words. This is how 6-8 lessons are done, and then we write vocabulary dictations. This technology allows you to improve physical education in the classroom. (3 min)

Teacher - And now I ask you to line up. The road to our island is long and difficult, there will be all sorts of obstacles along the way and we must be able to overcome them. You look like real natives and we can go on our journey. You are ready. But we need to warm up and get ready for a long journey. And I will check whether you are ready to listen to me, whether you are attentive. To do this, I ask you to follow my commands. (Turns, rebuilds).

And we'll start with walking. (Class, to the right). Walking (on toes, on heels, on the outside of the foot, in a half squat, in a full squat, jumping in a full squat - pay attention to posture). (3 min). The transition to running at a calm pace (Along the perimeter of the palms, running with side steps, with jumps, with a high raising of the hip, with an overlap of the lower leg). Walking with breath recovery. (3 min).

6. Teacher - And now the workout. On the island of Chunga-changa, all the tribes warm up to their favorite music, what kind of music do you think? That's right - to the music of "Chunga-chang" in motion :(3 min)

Head tilts.

Sipping.

Jerks with hands (straight).

Jerks (bent arms).

Body twists.

Swing your legs.

• Jumping in full squat.

The beginning of each lesson of physical culture is characterized by a reduced working capacity of students, and the rhythm of their motor activity at this time does not coincide with the rhythm of the educational and training process. In order to facilitate and speed up the process of developing students, I used functional, rhythmic music, which played the role of an initiator of motor activity against the background of positive emotions and led the children's body to the high physical exertion planned in the main part of the lesson. The music corresponded to this age and set the guys up for a lesson-journey.

Teacher - And now we will overcome the obstacle course that got in our way. (Explanation of the sequence of performing an obstacle course (on a whistle, at speed to the musical accompaniment of "Chunga-Chang" - 2-4 times): crawling along the bench with the help of hands, crawling under the goat, running along the inverted bench, somersault, running around racks depicting palm trees , throwing at a target (shields with the image of animals), jumping rope (5 times), running around palm trees, somersaulting, running along an inverted bench, jumping over a goat, crawling along a bench with the help of hands, finish). (6 min)

In the main part of the lesson, the guys, based on their skills and abilities, overcame obstacles. I tried to increase the motor density of the lesson using the in-line method of performing exercises. When performing and evaluating the activities of students, I used a differentiated and individual approach (jumping on my knees or on a full foot, moving along the bench with the help of my hands or using the help of my legs).

Teacher - Now imagine that the tribes on this island were constantly at war with each other. But once a year they stopped fighting, came to visit each other to compete in a peaceful duel. So we will now try to find out which of our tribes is stronger, faster, more agile. And so that I can distinguish between your tribes, we will put on necklaces (I give out necklaces made from colored knitting threads, plastic bottle caps and colored paper). I ask the tribe with a turtle on the necklace to stand under the left hand, and the tribe with the monkey on the necklace to stand under the right hand. The competition will not be easy, and only the tribe that will overcome all obstacles first, complete all the tasks, will be able to win. In order for the competitions to be held fairly, our elder will follow them, he will fill out the protocol of our competitions. (An elder can be a student who is released in this lesson or belongs to a special medical group for health reasons.)

Relays:

"Collecting pineapples" (handballs in cases of three pieces).

Collect pineapples,

yes, look, do not yawn.

The tribe sits side by side

watching and watching.

"Mustang Tamers". You will tame the mustangs,

Jump quickly onto your back.

crawling under the belly

Surprise all the people.

Climbing along the bench, pulling himself up on his hands, crawling under the goat.

"Coconut Tennis" We beat the coconut with a stick -

It won't fall on us.

And everyone carefully

Will get to the finish line.

Lead balloons with tennis rackets.

"Relay race of animals". The first pair is a giraffe. (One takes the other by the neck, the second by the belt). On the way back, change places. The second pair - with legs tied with an elastic band, hugging each other by the belt, depict a kangaroo. One person - depicts a crab (in support from behind, moving on his hands, back forward, up to the rack, running back). One person - depicts a spider (in support from behind, moving forward).

"Running in pairs in a hoop."

"Collect your emblem." Reach the line, rearranging your footprints (make large footprints of the animal that will be depicted on the emblem). (Let's hunt down a large animal when we collect all the cubes). The first carries the package with cubes, and the next ones reach, take the cube, and come back running with traces. When all the cubes are on the start line, collect the emblem from them.

“Large final relay race”: crawling along the bench with the help of hands, crawling under the goat, running along the inverted bench, somersault, running around the palm racks, throwing at the target (shields with the image of animals), jumping rope (5 times), somersault, running on an inverted bench, jumping over a goat, crawling along the bench with the help of hands, finishing run back to the start line. (13-14 min)

In my lessons I often use technologies based on educational games. In the second half of the main part of the lesson, she used role-playing games, relay races with recitatives, which helped to educate students in mutual assistance, mutual assistance, a sense of collectivism, a sense of responsibility for their actions and the actions of their comrades.

At the lesson, I used non-standard prepared equipment: racks, balls in cases, projectiles (“coconuts”), puzzle cubes, target shields.

Teacher - And now I ask our tribes to line up in one line to sum up the results of our competitions. But before we start our awards, we need to calm down. I suggest that you close your eyes and do all the exercises with your eyes closed. (Soothing music sounds - “sounds of the forest”). Take a deep breath and do not breathe - exhale (3 times). Holding hands, hands forward, up, rise on toes, lower, bend the right leg and lift it forward, and now the left. Release your hands, touch the tip of your nose with your right hand, and now with your left hand (3 times). (3 min).

Each well-conducted physical education lesson naturally causes significant shifts in the functional state of all body systems in students. In the final part of the lesson, I used exercises aimed at ensuring a smooth decrease in the physical and emotional activity of students, as well as creating favorable conditions for the successful flow of recovery processes in their bodies and the transition to subsequent educational activities. Relaxation and attention exercises were performed here.

Teacher - The homework for you guys will be: to make a set of exercises for morning exercises, taking into account the rules that we have brought out today. And try to draw a cheerful inhabitant of the "turtles" or "monkeys" tribe, performing some kind of physical exercise.

Summing up the results of the competition. And now, as a sign that our competitions today were really peaceful, I suggest that you leave the hall, holding hands. After all, despite the fact that you are one friendly, close-knit team.

On our mood calendar there are two pockets in which clouds and suns lie. I suggest you, leaving the hall, take the sun as a keepsake, if you liked the lesson, and if you didn’t really like it, then I suggest you take a cloud. Thank you for the lesson. Exit the hall to the music "Heroes of Sports". (2-3 min).

Required inventory: 6 handballs, 4 jump ropes, 2 hoops, 4 balls, 2 tennis rackets, 8 dice with drawings, 2 waste baskets, 2 targets, an island, 6 palm stands, medals, necklaces, competition protocol, 2 throwing equipment, a plate with the word "charge", 4 tracks, 6 rugs, 2 bags, outfits for the natives, a stopwatch, a whistle, 2 goats, 4 gymnastic benches, 4 mats, multimedia equipment.

In the 21st century, radical changes are taking place in the life of our society, which entail great changes in worldview and ideology, in culture and education. The new thinking brings universal human values ​​to the fore.

I see three areas in the activity of a teacher:

1. Recovery.
2. Training.
3. Education, development.

The leading pedagogical idea in working with younger students is the formation of initial beliefs based on universal values ​​and the need for physical exercises; creation of a situation of success in educational activities in the subject of physical culture.

I consider the upbringing of moral qualities as educational tasks: empathy, mutual assistance, complicity, restraint, the ability to win and lose. Formation of a sense of beauty and aesthetic taste.

I choose the technology of learning in the game as the dominant educational technology. Play is a natural companion of a child's life and therefore meets the law of nature. The result of the game is joy and emotional uplift. Positive emotion of creativity is the most important factors of recovery.

Particular attention should be paid to the anatomical, physiological and psychological characteristics of children of this age. The child's body is subject to various environmental influences, as well as rapid fatigue. The attention of children at this age is not stable enough. The child is often distracted by what at the moment seems to him more interesting. The will is poorly developed, so games should be used with a small number of rules. Since thinking at this age is figurative and objective, story games are the best way to promote the development of children's creative imagination and the development of personal qualities. Role-playing games are valuable in a pedagogical sense, since they have a great influence on the development of thinking, the formation of character, the development of will, moral qualities, physically strengthen the child, create a spiritual mood for positive learning activities. In the 1st grade I use the role-playing game "Zoo". It includes three parts: "Race of the Beasts", "Falcon and Swallows", "Lion and Monkeys". In the game, children, reciting plot texts, turn into animals: a fox, a hare, a wolf. Depending on the role, students perform certain movements. In the 2nd grade, the game "My favorite cartoons" is played. Children are very fond of cartoons, therefore, when developing a script for games based on famous cartoons, for example, "Chip and Dale", "Tom and Jerry", I solve not only educational and developing, but also educational tasks.

"Chip and Dale" - two chipmunks, very agile and fast, most importantly, they are friendly and help each other. Pairs are organized: Chip and Dale.

In the game, children run and move in pairs, show dexterity, speed when running, holding hands tightly, symbolizing their friendship. In the game "Tom and Jerry" children line up. The players standing in the first line are Jerry's team (little mice): very fast, agile (according to the cartoon), they deftly run away from the second line (Tom's teams are cunning cats).

Children, showing dexterity, speed, strength, endurance in role-playing games, develop physically. At the same time, they experience positive emotions: joy, pleasure and, accordingly, heal.

Game "On the lake"

Children in the center of the hall form a "lake" - each sits in his own house.
Choose a merman for him, put on a beard and a small crown. In his hands is a traffic light - red and green. The teacher shows the children a drawing of a heron. All together they say "Herons walk around, raising their paws, walking merrily through bumps and stumps." For each word, students perform various movements with their arms and legs after the teacher in a sitting position. Then they disperse around the hall and depict the movements of the heron (walking, raising the knees high, pulling the sock, arms to the sides, follow the posture). The merman raises a red traffic light, and all the herons sit in the soybean houses.

And the teacher is already showing a drawing of a frog and reading out the following refrain: “We are frogs, we are frogs, we are green bellies, we jump through the swamp and move our legs.” The waterman raises the green traffic light. All children begin to jump in a squat based on their hands and croak. The waterman raises a red traffic light. And all the frogs run to the houses (the last one to come running gets a penalty point).

Teacher: “A fisherman came to the lake, he carried a backpack behind his back, and he had a fishing rod in his hands.” At the signal of the waterman, the children run to the gymnastic walls, take the rolling pins hung there, fold them in half, twist them with their right hands in a circle, jump over them, trying not to fall for the bait. The teacher tells the children that they need to lower their hand with the rope lower, and then it will be more convenient to jump.

New waterman signal (all actions are performed only on a signal). Children hang jump ropes on gymnastic walls and return to their houses.
I compose role-playing games for physical education classes. For example, the games "Sun", "Captain", "Tourists", "Spiders".

I develop extra-curricular activities in an unconventional form. For example, the sports competition "Dad, Mom and I are a sports family" is held according to the plot of Russian folk tales: "Turnip", "Morozko", "Masha and the Bear", "Geese Swans", etc.

Role-playing games based on Russian folk tales strengthen not only the body and spirit, but also introduce oral folk art, introduce children to the national culture.
Role-playing games are also held at gymnastics lessons. For example, the game "The Adventures of Pinocchio". Children, performing physical exercises in groups at the stations "In the swamp near the turtle Tortilla", "Karabas-Barabas", etc.), not only learn to jump "over bumps", rolls, etc., but also learn to show personal qualities: accuracy and accuracy of movements, mutual respect and mutual assistance.

In ski training lessons, when teaching and consolidating gliding skills, I use the game "Steam Engine". On the ski track, the teacher “goes in the first carriage”, then the students who are good at skiing, etc. depending on the level of physical fitness of children. During the movement, students follow the basic rule: do not go “out of the way”. The teacher sets the route of movement: stations are announced: “Speed” (heavy traffic), “Rest” (waiting for the “wagons” that complete the slide), “Repair” (assistance), “Finish”. Such an approach to the organization of the lesson contributes to the development of a culture of behavior and communication, the formation of such qualities as empathy, mutual support.

In my pedagogical arsenal, there are a significant number of developed scenarios for role-playing games for elementary grades, some of them are published in the journal "Physical Education at School". (No. 1, 1994 "Fairytale Journey", No. 4, 1994 "Visiting a Fairy Tale", No. 2, 1995 "For physical education minutes", No. 6, 1997 "Autumn Holidays", No. 4, 1998 "We are on a campaign", No. 3, 2000 “Subjected Physical Minutes”, No. 4, 2008 “Subjective Sports Festival “Dad, Mom and I are a sports family”).