Lesson on sports exercises for preschoolers. Preparation and conduct of sports games and exercises in kindergarten. Skating

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Pabout theory and methodology physical education

Sport exercisesin a preschool educational institution

PLAN

1 Characteristics of sports exercises

2 The role of the teacher and parents in teaching a child sports exercises

3 Methods of teaching preschoolers sports exercises

3.1 Ice skating training

3.2 Roller skating

3.3 Sledding

3.4 Riding on rocking chairs, swings, carousels

3.5 Cycling

3.6 Swimming training

PRACTICAL PART

Literature

1 Characteristics of sports exercises

Sports exercises include skiing, skating, sledding, cycling, scootering, sports scooter, merry-go-round and swimming. Sports exercises help strengthen the main muscle groups, develop the skeletal, cardiovascular, respiratory, and nervous systems. They develop psychophysical qualities (dexterity, speed, endurance, etc.), and also form coordination of movements, rhythm, spatial orientation, and balance functions.

During classes at fresh air, at different air temperatures in appropriate clothing, the child’s body’s defenses increase and metabolic processes in him.

In addition, sports activities contribute to children’s knowledge of natural phenomena; they acquire concepts about the properties of snow, water, ice, sliding, braking; bicycle device, etc. The child's lexicon, moral qualities develop: comradely mutual assistance, discipline, coordination of actions in a team, courage, endurance, determination and other personality traits.

By caring for physical education equipment, the child acquires labor skills and learns to be thrifty and neat.

2 The role of the teacher and parents

in teaching a child sports exercises

A physical education teacher needs to encourage parents and their children to engage in joint physical exercise, which is a source of joy for enrichment and health improvement. family life. To do this, you need to solve several problems:

1. Explain to parents about the need to take care proper development the child has basic breathing skills from infancy.

2. Convince parents that systematic physical education helps children gain motor experience, develop agility, speed, dynamic strength, and develop courage. The role of the family in raising a child

The comprehensive education of a child, preparing him for life in society is the main social task solved by society and the family.

A family is a collective whose members are interconnected by certain responsibilities. Being a member of the family team, the child also enters into a system of existing relationships, thanks to which he comprehends the norms of social behavior. In conversations with parents about the role of family education, the teacher emphasizes how multifaceted the influence of parents is on the developing personality: he talks about the family as the first social unit, about its characteristic structure and style of relationships of all family members, about the direction of their interests and its needs, ensuring a healthy microclimate . The effectiveness of pedagogical influences largely depends on the family microclimate: a child is more susceptible to educational influences if he grows up in an atmosphere of friendship, trust, and mutual sympathy.

The family is strengthened by common affairs and concerns, everyday life filled with useful content, joint leisure and recreation, therefore educators regard the organization of joint leisure as not only an important means of raising a child, but also as a means of strengthening the health of the family. Physical education has great importance for family.

The concept of “physical education” - as the term itself suggests - is included in the general concept of “education” in a broad sense. This means that it, just like upbringing, is a process of solving certain educational problems and is characterized by all the general features of the pedagogical process.

The family largely determines children’s attitude towards physical exercise, their interest in sports, activity and initiative. This is facilitated by close emotional communication between children and adults in different situations, their naturally occurring joint activities (discussing successes sports life countries, experiences when watching television sports programs, illustrations in books on sports themes and etc.).

It has been proven that parent-child activities bring the following positive results:

Arouses parents' interest in the level of "motor maturity" of children and promotes the development of motor skills in children in accordance with their age and abilities;

Deepen the relationship between parents and children;

They provide the opportunity to exercise in a short period of time not only for the child, but also for the adult: the parent shows the child certain exercises and performs most of them with him;

They allow the free time that a mother or father devotes to the child to be spent productively, serve mutual enrichment, and contribute to the all-round development of the child.

During joint activities, the adult lifts, carries, rocks the child, helps him pull himself up, jump, climb up, etc. Thanks to this, the parents themselves develop physically, become stronger, more agile and resilient. This use of free time is beneficial for both parties. The child admires his father: how strong dad is, how deftly he lifts him, rocks him, how well he does the exercises! Imitates the mother in grace and coordination of movements - for example, when performing exercises accompanied by singing or music. Parents, taking a semi-active position, use deft movements to help the child complete the exercise, encourage him and rejoice in success with him. Later, these joint activities truly become the happiest event of the day, and the child rejoices at the moment when one of the parents says: “Come here, let’s study!” In today's whirlwind of the day, these are moments of celebration, but activities should not be rare and random in a festive way, but regular and daily. Only systematic care for the child’s motor development can bring desired results: systematic repetition of the same exercises and logical continuity of classes are the main prerequisites for success.

Teaching a child to ride a bike: tips for parents

The sooner your child gets behind the wheel, the better! Already at the age of two, a child is quite capable of pedaling a tricycle, and this will become familiar and natural to him.

Soon the child will be able to ride a new “iron horse” - a two-wheeled bicycle with two side wheels. It’s good if the safety wheels are located a little higher than the main ones - then they only protect you from falling and will not interfere with your gradual learning to maintain balance.

Be sure to try to adjust the height and angle of the seat - it should not press, and the child should reach the floor with his toes.

After some time, you can begin the most important stage - teaching your child to ride a two-wheeled bicycle. If you asked this question only when the child was 5-6 years old or older, you will have to start with this exciting process.

It is very important to take care of safety from the very beginning. In the West, it is customary to put elbow and knee pads on children, as well as a helmet, but for Russia they are still unusual, and the child may be laughed at by his peers. So, be guided by the situation.

A thick fabric jacket and trousers can protect you from abrasions. Please note that a bicycle chain can snag pants that are too wide, and in general it is better if the chain is covered with a special casing.

When choosing a place to ride, make sure that there are never any cars nearby, but there is enough open space so that the young cyclist does not have an accident.

After some time, the child will feel confident and “start swimming freely,” and until this moment it is necessary to explain in which places he should not ride.

At first, you will have to run nearby and hold the bike so that the child does not fall. In this case, it is better to hold it not by the steering wheel - first you need to ask the child to hold it tightly and not turn it - but by the seat behind it.

A useful trick may be to tie a rope (thick wire, jump rope) to the base of the seat, which you will pull only when the bike begins to lose balance.

It all depends on your dexterity, so soberly assess your abilities, and if you are not sure, just hold the bike with your hand by the seat or by the rear rack, if there is one.

3 Methods of teaching preschoolers sports exercises

3.1 Skating lessons

Ice skating is one of the most important types of sports exercises.

It has a cyclical nature, i.e. repeated repetition of the same movements in the same sequence and a large amplitude of these movements.

Ice skating is one of the natural physical exercises, similar in coordination to the movements of walking and running. Therefore, you can easily master these exercises, and they are accessible to children with different physical fitness.

Ice skating, a great exercise for children and adults, is also one of the favorite sports active rest. Systematic skating lessons have a positive effect on the child’s body and are of great importance for health, mental, moral, aesthetic and labor education.

While skating, you can move quickly in the fresh air. This improves health, hardens the body, develops speed, strength, agility and endurance. The child gains vigor and lightness when moving quickly, and it is pleasant for him to breathe cold, fresh air.

Cold, clean air from the environment has a beneficial effect on the child’s body and strengthens it. Hardening is the most important health measure that prevents diseases. In children, significant reflex stimulation of growth and development occurs, metabolism increases, and the body's resistance to various negative environmental influences increases, be it changes in weather or atmospheric pressure. This promotes rapid adaptation to changes in the external environment without any disruption to the functional activity of the body.

T. I. Osokina emphasizes that systematic hardening is important from an early age as an effective remedy against hypothermia. A child's body is more easily susceptible to hypothermia than an adult's, because 80-90% of all heat transfer in children occurs through the skin. During skating, thermoregulatory processes improve. Children enjoy skating and become strong, agile and courageous. Children develop coordination of movements of arms and legs, strengthen the muscles of the back and abdomen, and develop posture.

Ice skating helps strengthen the muscular and ligamentous apparatus of the lower extremities. According to L.N. Pustynnikova, in children the arch of the foot is strengthened due to the constant alternation of tension and relaxation of the leg muscles when changing between single-support and double-support sliding. She notes that while skating, the stability of the vestibular apparatus increases, which ensures the maintenance of balance and allows children to “easily and freely maneuver on the ice and perform various figures.” As a result, the respiratory organs and respiratory muscles develop, since breathing is consistent with movements. Increased functioning of the respiratory apparatus ensures good functioning of the child’s body.

Skating is useful for developing fine coordination and rhythmic movements. It promotes the development of a variety of psycho physical qualities: speed, endurance, strength and agility. Ice skating leads to the establishment of a more perfect interaction between various parts of the central nervous system and increases the performance of the child’s body. F. Kiryanova considers it important that childhood and the need to run, jump, and climb are inseparable from each other. It is necessary to regulate this movement activity, especially in boys. One way to regulate activity is through skating. It also develops interest in other sports games. For example, if children play hockey, they become interested in badminton and ring throwing; If figure skating- to ballet, gymnastics.

While skating, spatial orientation develops. Children learn to navigate and manage their actions more correctly and economically on a large area of the skating rink among a group of skaters. They learn to evaluate the distance of one object from others and from themselves, and receive initial information about the speed of movement. This helps children quickly respond to changing conditions while skating and broadens their horizons.

L.N. Pustynnikova believes that the skills acquired in skating lessons are used by children in independent activities and games. Children get used to discipline and neatness. They must comply with certain requirements: quickly get ready for class, help other children lace up their shoes and enter the skating rink in an orderly manner, and after class, clean their skates and carefully put them in a bag.

From the teacher they receive initial information about skating techniques: for example, how to take a starting position, how to change the direction of movement, increase speed and evaluate the movement of their comrades.

While skating on ice, children develop valuable personal qualities character. They independently make various decisions, show resourcefulness, courage, and initiative.

They develop team behavior skills (for example, children at the skating rink often have to help each other when lacing their boots when a novice speed skater gets on the ice). X. Zamaletdinova emphasizes that for moral support and the development of strong-willed qualities, it is better if parents also engage in skating. Children like it and they try to imitate adults.

This sport forces you to think about your behavior and promotes the development of hard work and camaraderie, for example, if it snows, children can clean the skating rink together or, in clear weather, sweep and straighten the shafts. Children get a great impression from the surrounding nature and the variety of movements themselves. This causes a powerful stream of irritations entering the central nervous system from all sensory organs. Children develop the ability to appreciate the beauty in nature.

According to A. Sadovskaya, as a result of skating, children can develop their powers of observation. For example, on a frosty day, the teacher will draw the children’s attention to the fact that the skating rink is smooth, transparent, and the skates make a loud noise cutting the ice path. In snowy weather, it is covered with an even thin layer of snow, the snow sparkles and creaks underfoot. And in the spring the skating rink becomes loose, making it more difficult to skate on. In this regard, the children's vocabulary is enriched, new words and expressions appear in their vocabulary, such as: “the ice sparkles, cracks, rings... the snow is spinning,” etc. Ice skating has a beneficial effect on the implementation of aesthetic education, which is facilitated by music, dancing and gymnastics that accompany figure skating classes.

The positive value of learning to skate is the constant enrichment of motor experience, the formation in the child of the correct skills of natural vital movements. Having developed skills allows you to creatively use skills depending on the circumstances.

In preschool institutions, learning to skate is recommended from the age of 5-6 years. T.I. Osokina argues that it is impossible to teach a child to skate before this period, because he must perform difficult motor coordination on skates with a small support area, and the osseous-ligamentous apparatus of the lower extremities is not yet strong enough. Ice skating requires maintaining balance while moving on ice, which creates additional stress on the central nervous system.

R. Soloveichik wrote that it is necessary to teach every child to skate from the age of five, and it is important to help him seriously believe in his strength, in the ability to move freely on skates.

A. V. Keneman and D. V. Khukhlaeva believe that from the age of three children can learn to skate on ice and perform simple elements figure skating, but in a kindergarten setting, qualified leadership is required to prevent the occurrence of injuries. Since at this age children have weak ankle joints and children are not yet able to put on their boots and lace them up on their own, it is recommended that they learn to skate from the age of 5-6 years.

L.N. Pustynnikova believes that senior preschool age is favorable for starting skating lessons. She explains this with the following facts.

The body of a 5-year-old child is fully prepared to master basic skills.

At this age, children are able to control individual actions of an integral motor act, for example, maintain balance, hold the body correctly, follow the direction of the push, coordinate the movements of the arms and legs. Their motor memory improves and speech develops.

L.N. Pustynnikova developed a sequence for learning to skate. First, the child should be familiarized with the rules of behavior at the skating rink, caring for skates, and clothing; teach how to put on shoes and lace them. Then (long before the start of ice skating training), the teacher teaches the child physical exercise, strengthening the muscles of the legs and feet; developing psychophysical qualities - speed, agility, etc. The child is given exercises indoors without skates and on skates; in the snow, on icy paths. These exercises are very effective in helping your child master the technique of moving on ice.

The child is taught the correct starting position (“skater’s landing”); running and sliding on two legs; alternate pushing off, sliding on the right and left legs; making turns right and left; braking and stopping.

When teaching skating, the teacher uses various methods: demonstration, explanations, aids; the child holds the hands of an adult, sleigh chairs, special chairs.

The teacher makes sure that the children do not get overtired, so they strictly regulate the time of the lesson. As the child grows, it increases from 8 to 25-30 minutes. After 5-10 minutes of exercise, the child is given the opportunity to rest on a bench for 2-3 minutes.

It is important that the teacher himself is ready to conduct lessons on learning to skate. The ability to skate is reinforced in outdoor games such as “Dashes”, “Who is faster”, etc.

An important role is given to the work of introducing the child to the best speed skaters of the country. For this purpose, adults introduce him to the performances of athletes at competitions, attend athletes’ training sessions at the stadium; They make albums dedicated to the best athletes.

3.2 Roller skating

Roller skates are very popular nowadays. Inline skating lessons are recommended for ages up to school age. The child is taught to move, turn, brake, and stop. The teacher shows and explains movement techniques to the children and helps them master the movements. He supports the child, teaches him to push off with his left and right legs, coordinating the movements of his arms and legs; combine alternate pushing off with one or the other leg with skating on two skates. Having made 3-4 energetic alternating push-offs, the child places his legs parallel to each other at a short distance and rolls until he slows down or stops completely. When making a turn, he slows down, slightly tilting his body in the desired direction, and steps until the turn is completed, and the movement continues after that in a new direction (A.V. Keneman).

Skating skills are reinforced in outdoor games. The duration of the lesson gradually increases from 3-5 minutes to 10-15 minutes. Initially, roller skating training is carried out individually.

When all the children in the group have mastered skating, classes are conducted with the entire group.

3.3 Sledging

A sled accompanies a child throughout his life. A child of the first year of life is pushed on a sled by adults, a 2- to 3-year-old child himself pulls the sled by a rope, pushing dolls. In the fourth year of life, children sled each other along the path.

Gradually, the tasks become more complicated: children drive each other in a circle, “snake”, and perform various tasks.

When teaching a child to slide down a slide, the teacher introduces him to the rules, teaches him how to sit on a sled and how to control it. In younger groups, the teacher helps the child slide down the slide.

An older child slides down steeper and longer slides from different starting positions: sitting, kneeling, lying on his stomach, one at a time and two at a time.

When going down the slides, the child can perform various tasks: ring the bell, touch it, remove a hanging toy, etc.

Sledding can be organized in a playful way. The teacher monitors the dosage of the load, the child’s compliance with the rules of skating, and the aesthetic design of the slides and skating paths. The duration of a child's slide increases gradually from 20 to 30 minutes.

3.4 Riding on rocking chairs, swings, carousels

These types of physical exercises develop the vestibular apparatus, strengthen muscles, and improve psychophysical qualities.

Rocking chairs are used in preschool educational institutions various designs(individual, pair and group). In the second year of a child’s life, individual rocking chairs such as horses, ducks, bunnies, etc. are recommended. For a younger child preschool age rocking chairs of a more complex type are recommended: rocking chair, ladder, chair, boat; rocking benches with curved sides. Rocking chairs can be in the form of a toy - an airplane, a horse. For older children, they buy rocking chairs like: airplane, horses, etc.

During walks, the child swings on rocking chairs and swings, to a sitting and standing position. The rocking chairs are decorated with thematic figures “Puss in Boots”, “Funny Duckling”, etc.

Swings are widely used in working with preschoolers. They not only develop the child physically quite effectively, but also bring him great joy.

Swings are available to everyone, starting from infancy. Swinging on them brings invaluable health benefits. The child sitting on them is involved in the movement in the direction of the swing. When this direction begins to reverse, his body receives a noticeable jolt, as if a vehicle were suddenly braking or accelerating. Rhythmic, successive shocks seem to “churn up” the blood and tissue fluid and have a gentle massaging effect on the internal organs and tissues of the child’s body. The physiological effect of shocks also consists of excitation of internal body receptors associated with the central nervous system. The effect of swinging is enhanced if the body of the swinger is relaxed. It is in this state of the body that its vibrations internal organs and tissues excite the largest number of receptors.

All these processes occur with virtually no energy expenditure from the body, the external work of which will be minimal. The energy will be released and go to the internal arrangement of the body (E.M. Yashin).

At a younger age, hanging wooden swings with a fenced seat are used. After 15-20 swings, the child should rest.

Children enjoy spinning on carousels. It develops the vestibular apparatus and spatial orientation. Group carousels have a common area. The child sits on chairs, figures or on the floor.

Some carousels are set in motion by the child himself; he jumps on it as it begins to spin.

IN winter time A toboggan carousel and a skating carousel are used.

The rotation on the carousel is dosed. The teacher monitors the child’s compliance with the rules of riding the carousel.

3.5 Biking

Riding a bicycle plays a significant role in instilling in a child the ability to maintain balance, coordinate movements, and develop a quick reaction to changes in the surrounding area and road (uneven roads, obstacles that need to be avoided, etc.). The child develops leg muscles, rhythm, and spatial orientation.

The bicycle must be suitable for the child's height. In preschool institutions, universal bicycles are more often purchased, i.e. three-wheeled, which can easily be converted into two-wheeled. Changing the height of the saddle when converting a bicycle from a three-wheeled to a two-wheeled one is carried out taking into account the growth of the child.

On the site of the preschool institution there is a place where children can ride without disturbing others or colliding with them. It is desirable that it be a flat and fairly wide path, approximately 50 m long and 3 m wide. If you have a small, asphalt-covered area, you can create exercises on cycling to reinforce knowledge about the rules for the movement of pedestrians and cyclists on the street. To do this, you can use an improvised crossing, install a traffic light, put up the necessary road signs, and make appropriate road markings.

When teaching a child, the teacher must show him a bicycle and explain how to drive it: 1) place the bicycle with right side; 2) take the steering wheel with your hands and move slightly to the side so that the pedals do not interfere with walking; 3) when making a turn, turn the steering wheel little by little in the direction in which you want to point the bike. After this demonstration, the children take turns driving the bike along the path, making turns to the right and left.

Having familiarized the children with how to drive a bicycle next to them, the teacher teaches them to sit and ride it, naturally observing the necessary safety rules.

They explain to the child: you need to stand to the left of the bicycle, grab the handlebars with your hands, swing your right leg over the saddle and lower it onto the pedal. In this case, also transfer the body weight to the pedal, then separate left leg off the ground and sit on the saddle.

The child is taught to ride straight ahead, while the teacher holds the bicycle by the saddle, allowing the child to ride 15-20 m in a given direction.

It is necessary to teach the child to drive in the indicated direction, performing various tasks: go around obstacles, drive through a “tunnel”, drive between two drawn lines

It is very useful to learn to ride by competing. For this purpose, relay races and competition games “Who is first?”, “Who is faster?” are held. etc.

Initially, 8-10 minutes are allotted for driving a bicycle, and then, when children master the driving technique, this time can be extended to 20-30 minutes.

Children learn to drive in circles, taking turns.

When each child masters riding a bicycle, you can organize outings for tourist walks.

3.6 Swimming lessons

The practical importance of swimming is enormous. It comprehensively develops and strengthens the body (especially the respiratory system), since it is immediately affected by water, sun and air. It is easier for a child to float on water than for an adult, since the subcutaneous fat layer in children is thicker. Having already reached 7-9 months, a child can (should!) be able to independently stay on the surface of the water for 8-10 minutes. However, this can only be achieved with systematic and varied training on the water. It is best to teach preschool children to swim in specially designated areas. In kindergartens - in swimming pools, and when children are allowed to swim in natural bodies of water, they must adhere to the following rules:

1. When choosing a place for swimming, the teacher must check the depth, carefully examine the bottom to make sure that it does not contain holes.

2. The water level should not exceed 80 cm, the bottom should not be rocky, and the current should not be fast.

3. The bottom should be flat, the water should be running, the shore should be dry and not polluted.

4. The area reserved for children's bathing must be marked with clearly visible colored floats, flags, fences, etc.

5. A teacher teaching children to swim must first of all be able to swim well, know the rules of providing assistance, and be able to immediately provide first aid. It is good if one of the medical staff or other kindergarten workers is present at swimming lessons.

6. Bathing and preparation for swimming should be combined with sunbathing and organized daily during a walk or after a nap.

First, children are allowed to be in the water for 5-10 minutes, provided that its temperature is 20-24 °C and the air temperature is 24-28 °C. Having noticed that the children are getting at least a little cold (and this can be guessed by the pale face), you need to demand an immediate exit from the water, make sure that the children wipe their face, neck, head, back, stomach and other parts of the body with towels as best as possible, good I would clean my ears.

When children learn to swim, you need to teach them not to be afraid of water. Preschool children are often afraid of water - we need to help them overcome this fear, teach them not to be afraid of splashes on their faces, to boldly enter the water, plunge, and move their arms and legs in the water. If a child is afraid to enter the water on his own, the teacher takes him by the hand, helps him overcome his fear and plunge into the water. The feeling of fear is best overcome when the teacher holds the child's hands so that he is facing her and quietly introduces the child into the water.

Teaching children to swim involves using the following exercises.

1. Teach to move in water in different directions and in different positions: lying on your stomach, on your back, running with toys in the water and without them. At the same time, the teacher should give the children's fuss the form of a game: a movement when everyone waves one hand (“boat with oars”), hiding their hands behind their back (“ice cutter”), hands clenched into fists, straightened forward (“fish”), standing on all fours (“crocodile”), backing away (“crawfish”) and running, raising your knees high (“horse”), etc.

2. Teach children to dive headlong into water. Children splash, splash water with their hands and make “rain.” After these exercises, you can try diving, bending down so that the water reaches eye level, then lying on your back. Then you can offer to immerse your head, holding it with your hands. It is necessary that, having plunged headlong, children hold their breath. Having taught the children to dive in this way, you can allow them to look under the water through their fingers.

3. Teach up and down leg movements, first sitting on the shore, then sitting in the water. The movements are performed with straightened legs. Having introduced children to the movements of the legs in a sitting position, you can begin to teach them the same movements while lying on their backs or on their stomachs (in a shallow place). For this exercise you need to use various rubber toys and circles, inflatable pillows, etc.

4. Teach hand movements using benches first. Children learn to alternate strokes with each hand. After this, movements of the arms and legs are performed in the water, first touching the bottom with the legs (like a “crocodile”). This exercise is similar to crawl style swimming, only without throwing your arms forward.

5. Learn to exhale into the water. This exercise can be done on the shore first. Children learn to blow away a light object (paper, leaf, feather, etc.) from their palm. In the water, diving up to their chins, children try to “blow away” the water (“cool the hot tea”). After these exercises, you can allow children to dive and exhale in the water. You need to know that preschool children usually exhale in water, squatting, with their arms out to the sides. This makes it easier for them to maintain balance.

You can play a variety of games in the water.

1) “Fountain” - children, sitting in a shallow place, form a circle. At the teacher’s signal, they kick the water with their feet, trying to cause as much splashing as possible. This game allows children to get stuck into the splashes.

2) “The sea is stormy” - children enter the water up to their waists, stand one by one next to the other in a row or in a circle. At the teacher’s sign, the sides scatter and squat, straightening their arms to the sides, trying to crush the wave as much as possible. At the next sign from the teacher, “the wind subsides,” the children return to their original formation.

3) “Sparrows in the water” - in a shallow place, children jump up, pushing off with both feet, trying to jump out of the water.

4) “Train and Tunnel” - standing one at a time, children put their hands on the lower back of the person in front, depicting a “train”. Two children, standing face to face, joining their hands, depict a “tunnel”, the children’s hands touch the water. In order for the “train” to pass the “tunnel”, the guys must dive into the water. When the entire “train” passes, the children who represented the tunnel stand at the tail of the line. And the first pair of “trains” forms a “tunnel”.

At preschool age, as research results show, the goal is not for the child to master a strong technique of swimming movements. It is important that he learns the elements of technique, the correct general pattern of movements, on the basis of which the swimming skill will develop and improve. And the more swimming movements a preschooler masters, the stronger the swimming skill will be.

Taking into account the age characteristics of a child 5-6 years old, each exercise should be performed briefly. But in each lesson you should use a large number of different swimming movements. This significantly increases the child’s interest in purposeful actions, promotes discipline and learning efficiency.

In children, muscles contract more slowly than in adults, but the contractions themselves occur at shorter intervals and during contraction they shorten to a greater extent, and when stretched they lengthen. This explains the fact that the child gets tired quickly, but his physical fatigue quickly passes. This makes it clear that the child is unadapted to prolonged muscle tension and monotonous static loads. Therefore, it is easier for a child to run than to stand in one place.

The child performs swimming movements with the help of large muscle groups of the arms, legs, and torso, which by the age of 5 are quite well developed and gradually begin to involve small, underdeveloped muscle groups in the work. Therefore, swimming lessons for all-round development muscular system child are especially favorable.

Swimming movements are characterized by large amplitudes, simplicity, dynamism, and cyclicity. In the cycle of swimming movements, tension and relaxation of muscle groups alternate sequentially, which has a very beneficial effect on the child. The correct rhythm of the muscles and respiratory organs also has a beneficial effect on the activity of the cardiovascular system.

Many rhythmic movements of the legs during swimming, especially in older preschool age with an underdeveloped pelvic girdle, provide a large, versatile load on the lower limbs, which strengthens the pelvic girdle.

A 6-year-old child is able to master complex coordinated movements, and it is swimming that contributes to their development.

Staying in water causes heat transfer, and the lower the water temperature, the greater it will be. With prolonged stay in water, body temperature decreases. Hypothermia is unacceptable. With systematic swimming lessons, the vascular system of a preschooler quickly adapts to changes in water temperature and resistance to cold develops, which is important when hardening the body.

At 5-6 years old, the child masters and performs quite well various movements, however, he is still somewhat unprepared to perform complex motor actions due to the slow concentration of inhibition. In this regard, the movements of preschoolers enhance the activity of the cardiovascular and respiratory systems.

The main goal of teaching swimming to preschoolers is to promote their health, hardening, and provide comprehensive physical training, to get involved in early age in physical education and sports, and, in addition, swimming is the same necessary skill as the ability to run, jump, etc.

In addition to the applied value of swimming, which is necessary for life, it is important to identify as early as possible a child’s ability to master certain swimming movements in an individual sequence, to form and maintain in him in the future the desire for intense struggle and victories in sports, which will contribute to his development persistent interest in physical education and employment outside of school hours.

As a result of learning to swim, children master various swimming methods very well: breaststroke, dolphin, turning and starting.

Research conducted with younger schoolchildren (G.A. Protchenko) and older preschoolers (M.K. Lantsova, I. Golova, etc.), aimed at non-traditional systems of simultaneous development by the child different ways swimming, showed the effectiveness of this method. Each baby initially has its own way of swimming.

The most effective way to master swimming skills at the initial stage of education for a child of the sixth year of life is swimming in a non-sports way, which is better for the child. He is introduced to the elements of all sports styles (breaststroke, front and back crawl, dolphin) and their various combinations (breaststroke arms - crawl legs; breaststroke arms - dolphin legs; dolphin backstroke, etc.).

The child learns better the non-sports (lighter) method: arms breaststroke - legs crawl. At the same time, his breathing is voluntary (in sport swimming this is the most difficult part of learning), which makes it easier to master this style. In subsequent classes, the mastery of other methods by elements and complete coordination of movements is improved.

Swimming training is combined with various exercises in the water - hydroaerobics: walking and running waist-deep in water; walking, running backwards; bouncing, jumping; general developmental exercises: holding the handrail of a bicycle side, stretching exercises, etc.

The child is taught to perform traditional exercises: dolphin, crocodile, etc.; conduct outdoor games, game exercises, round dances, relay races, etc. The skills acquired by the child culminate in sports events.

An important role when learning to swim is played by introducing the child to the best swimmers, forming and instilling in him an interest and love for the sport.

A prerequisite for teaching a child to swim is close contact with parents.

conclusions

Mastering all types of sports exercises is important for a well-rounded physical fitness children.

However, when teaching a child this or that sports exercise, one should take into account the age characteristics of the student and strictly dose the load.

Only systematic joint care of the teacher and parents for the child’s motor development can bring the desired results: systematic repetition of the same exercises and logical continuity of classes are the main prerequisites for success.

PRACTICAL PART

Swimming lesson summary for older children

“Swim, dive, don’t forget about breathing”

Program content:

· coordination of breathing with movements;

· strengthening the respiratory muscles;

· improving swimming skills.

Progress of the lesson

Instructor:

Hello guys!

You are all sweet and beautiful.

I hope you are healthy?

There is an interesting riddle: “What are we too lazy to do?”

Children's answers.

Instructor: Don't be too lazy to breathe. We inhale air through the nose, where it is cleaned of dust and germs, moistened and warmed. Let's check how your nose breathes. Free? And to breathe easier, you need to know important rules.

1 - breathe through your nose,

2 - do not raise your shoulders when inhaling,

3 - the stomach should be actively used in breathing.

1. “Miracle nose”

I breathe through my nose, I breathe freely,

Deep and quiet, whatever you want.

I’ll complete the task, hold my breath...

One two three four -

And I will understand the wise saying.

Without breath there is no life.

Without breathing, the light fades.

Birds and flowers breathe

He, and I, and you breathe.

2. Let's blow on one shoulder, let's blow on the other.

The sun was hot during the day.

Let's blow on the stomach, as the tube becomes a mouth,

Well, now onto the clouds

And let's stop for now.

Children perform movements according to the text

3. “Weather vane”

The weather vane is being built here,

Rotating now.

Wind from the right, wind from the left.

The weather vane spins near the body.

4. “Ball”

One hand lies on the chest, the other on the stomach. When you inhale, the stomach inflates like a “ball”, and when you exhale, it contracts back.

5. “Snake”

Hands on the waist, bend forward, pronounce “sh”, stand up - exhale.

Instructor:

We warmed up and warmed up.

Now let's all go into the water together.

In water.

1. Game “Steam Locomotive”

I can breathe like a locomotive, chug-chug-chug.

I puff and puff to the sound of the wheels, chug-chug-chug.

I puff, puff, puff chug-chug-chug.

I want to develop my breathing, chug-chug-chug.

Instructor:

Stand in a cheerful circle,

Spin around in a round dance.

2. Game “Bubble”

Children walk in a circle, saying the words:

Blow up the bubble, blow up big.

Stay like this and don't burst out.

The ball flew, flew, flew,

Yes, I hit a twig.

The “ball” burst, and the children exhale into the water.

Instructor:

I ask everyone to stand still,

What I will tell everyone to do.

Take a breath and hurry up

Complete the star quickly.

3. “Star” on the chest.

Instructor: What will happen to us if we don’t breathe?

Yes, we will die. We already know:

Without breath there is no life.

How long can you go without breathing?

4. Exercise “Diving”

You need to take a deep breath 3 times and dive under the water and not breathe. I will be counting the seconds. As soon as you feel that you can no longer sit under water, surface, but at the same time remember how long you sat under water without breathing.

Instructor: Guys, now you know that thanks to breathing we live and speak.

Now let's go swimming.

5. “Arrow” on the chest

Children inhale and slide through the water; exhale into the water.

Instructor:

And now the “fountains”

Let's show it to everyone together.

6. “Torpedo”

Footwork “crawl” on the chest.

Instructor: We swim, don’t forget about breathing.

7. A series of exhalations into the water.

Inhale and exhale into the water.

Instructor: Guys, now hold hands. Close your eyes. Imagine that you are inhaling the aroma of freshness... Try to inhale it not only with your nose, but with your whole body... the skin of your legs, stomach, arms, head... Inhale... Exhale... The body turns into a sponge... As you inhale, it absorbs air through the pores of the skin, and as you exhale air leaks out. Inhale... Exhale...

You had a great rest... Your body is charged with energy... I count to 5... at the count of five, open your eyes... Freshness in the body... Cheerfulness, good mood...

Instructor: I wish you well and health, breathe clean air.

Exit from the water.

Literature

1. Osokina T.I. How to teach children to swim. M., 1985.

2. Stepanenkova E.Ya. Theory and methods of physical education and child development. M., 2001.

3. Shebeko V.N., Ermak N.N., Shishkina V.A. Physical education of preschool children. M., 2000.

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Municipal autonomous preschool

educational institution "Kindergarten No. 67"

Consultation on the topic:

"The use of elements of winter sports

exercises and games while walking"

Developed by:

physical fitness instructor

Elena Vladimirovna Belkina

Berezniki 2014

The importance of sports exercises for the physical education of preschool children.

In the general system of comprehensive human development, the physical education of a child occupies an important place. It is in preschool age that the foundations of health are laid, physical development, motor skills are formed, the foundation for the development of physical qualities is created. Preschool children enjoy physical education with great pleasure. They are especially interested in sports exercises (sledding, skiing, etc.).

Sports exercises contribute to improving the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory), improving physical development, physical fitness of children, and nurturing positive moral and volitional qualities. They are held outdoors, which is effective means hardening the child’s body.

Depending on how much age characteristics are taken into account physical abilities preschoolers, sports exercises can give different results in health, educational and educational terms.

Sledging

Sledding is not only entertainment for children - it has a great influence on the physical development and hardening of the child’s body (it involves almost all large muscle groups, promotes energetic metabolism in the body, enhances the functional functioning of internal organs). It is associated with the manifestation of volitional efforts, with vivid emotional experiences. The child’s movements are highly varied, require a developed sense of balance, and place corresponding demands on the vestibular system, which leads to more perfect mastery and control of movements. Children learn to show will, overcome difficulties and obstacles, and help each other.

Sliding on icy paths, like other physical exercises outdoors in winter, helps prevent diseases, strengthen the body's defenses, and increase performance. Exercises are performed on a limited and slippery support area, which helps develop a sense of balance. The ability to maintain balance in rather difficult conditions and overcome emerging obstacles is a motor skill necessary for every person in daily life and everyday life.

Skiing

Skiing is one of the most popular, attractive and accessible sports. Children can be taught to ski from the age of three. Clean, frosty air hardens the body, gives vigor, increases performance and endurance. When skiing, all major muscle groups work, breathing and blood circulation increase. Greater dynamic footwork when skiing has a strengthening effect on the formation of children's feet and helps prevent the development of flat feet. Skiing promotes the development of spatial orientation and coordination of movements. Thanks to regular classes In the fresh air, children suffer less from colds.

During ski trips and classes, children have to perform a variety of actions: go down the slope, make turns, climb the mountain in a certain way. This helps to develop their moral and volitional qualities; courage, determination, teaches one to overcome difficulties and obstacles, forms endurance, fosters a sense of friendship and mutual assistance.

Sport games.

Winter sports games include hockey. Hockey lessons develop accuracy, coordination, and dexterity of movements. Intense movements in the air help improve health and strengthen the body. You can start learning to play hockey in the senior group.

Sports exercises in winter.

Sledging.

1. Carry the sled alternately with your right and then with your left hand.

2. Pull the sled with both hands.

3. Carry a sled, carrying a light object or toy on it (snow, doll, etc.)

4. Push the sled forward, following it.

5. Give each other rides.

6. Two children are carrying a sled on which one child is sitting.

7. Climb a mountain while carrying a sled.

8. Descent from the mountain, sitting on a sled, feet on runners.

9. Descent from a low mountain while driving a sled.

10. Braking down the mountain with your feet.

11. Descent from a low mountain passing a gate.

For older preschoolers

1. Push the sled, leaning on the seat with your hands from behind, go around the designated landmark and return back.

2. Give each other rides.

3. Take the sled on which the child is sitting to a designated landmark, a designated landmark, go around it and return back.

4. Two people should carry the sled on which a friend is sitting.

5. Push the sled, leaning on the seat with your hands from behind, go around the marked landmark and return back.

6. Descent from the mountain while kneeling on the seat.

7. Climb a mountain while carrying a sled together.

8. Ride down the mountain while sitting together on a sled.

9. Going down the mountain using your legs to control the sled.

10. When going down the mountain, hit the target (backboard, basket, hoop) with a snowball or small ball.

11. Ride on level ground while sitting on a sled with your back forward and pushing off with your feet.

Sliding on icy paths

Exercises for younger preschoolers

1. Roll the child along the path holding his hands.

2. Slide along a short, slightly inclined path with the help of a teacher.

3. Slide along a horizontal path by pushing off from a place.

4. Roll down a short mountain on your feet in a deep squat.

5. Slide along a horizontal path after a run (3-5 steps).

1. Slide along a horizontal path after a run.

2. Slide along the path after a quick run-up and energetic push-off.

3. Slide along the ice path while crouching.

4. Slide and while sliding, sit down and straighten your back, behind your head, etc.

5. Slide and perform movements with your arms: arms to the sides, behind your back, behind your head, etc.

6. Slide down a short mountain on your feet.

Skiing.

Exercises for younger preschoolers

Exercises to familiarize yourself with the properties of skis and snow

1. Find your skis in the rack, take them and move them to the training place.

2. Place your skis on the snow and secure your feet in the ski bindings.

3. Standing on your skis, alternately lift your right and then your left leg with the ski.

4. Move one ski forward and backward, then the other.

5. While standing on skis, do small squats (“spring”).

6. Take a few steps on skis.

7. Ski at a walking pace in a straight line.

1. Ski along a snow corridor 10 m long, 80 cm wide.

2. Walk after the teacher with a sliding step, trying not to take your skis off the snow.

3. Squat under the gates made of ski poles.

4. Walk along the ski track at a walking pace (10 m to the red flag), then at a wide sliding step (20 m to the blue flag).

1. While standing still, move one ski with your toe up and down, pressing the heel of the ski to the snow.

2. While standing still, move the ski to the right and left, pressing the skis to the snow.

3. Take several side steps to the right and left with and without support on sticks.

4. Turns in place around the heels of the skis on a horizontal platform.

1. Side steps to the right and left (trying to place the skis parallel).

2. Stepping (sideways) over sticks placed on the snow at a distance of 1 m from each other.

3. Lateral steps on a horizontal platform (accelerating the pace of movement).

4. Climb a gentle slope using a “ladder”, turning to the slope first with your left and then with your right side.

1. Accept correct posture for descent on level ground.

2. Descent from a very gentle slope in the main stance.

Exercises for older preschoolers

Exercises for learning to slide step

1. Ski at a walking pace in a straight line.

2. Walking after the teacher with a sliding step.

3. Walking on the ski track, alternately stepping and sliding.

4. Crouch under the hoops, trying not to knock them down.

5. Skiing on bent legs.

6. Practicing proper coordination of arms and legs when skiing.

7. Skiing with your hands folded behind your back.

8. Walking on a ski track without poles, swinging your arms wildly.

Exercises for learning to turn

1. Turn in place around the heels of the skis.

2. Go around the tree standing in the way, making a turn by stepping.

3. Skiing between the flags (trying not to knock them down).

4. Moving along the ski track bypassing ski poles(6-8), standing at a distance of 2 m from each other.

5. Walking on the ski track, turning around the flag.

Exercises for learning to lift

1. Side steps on level ground to the right and left.

2. Climbing up the slope using a “ladder”.

3. Imitation of a herringbone climb on level ground.

Exercises for learning to descend a slope

1. Descent from the slope in the main stance.

2. Descent from the slope to a landmark.

3. Descent from the slope, gently springing your legs.

4. Free descent.

Exercises and games with a stick and puck.

“Push the ice into the goal”, “Pass the puck”, “Snake the puck”, “Knock down the pin”, “Get the puck into the goal with a serve”, “Get into the circle”. Simple relay races “Race with a puck”.

TEST

on theory and methods of physical education

Sports exercises in a preschool educational institution

PLAN

1 Characteristics of sports exercises

2 The role of the teacher and parents in teaching a child sports exercises

3 Methods of teaching preschoolers sports exercises

3.1 Ice skating training

3.2 Roller skating

3.3 Sledding

3.4 Riding on rocking chairs, swings, carousels

3.5 Cycling

3.6 Swimming training

PRACTICAL PART

Literature

1 Characteristics of sports exercises

During outdoor activities, at different air temperatures in appropriate clothing, the child’s body’s defenses and metabolic processes in it increase.

In addition, sports activities contribute to children’s knowledge of natural phenomena; they acquire concepts about the properties of snow, water, ice, sliding, braking; bicycle device, etc. The child’s vocabulary significantly expands, moral qualities develop: comradely mutual assistance, discipline, coordination of actions in a team, courage, endurance, determination and other personality traits.

By caring for physical education equipment, the child acquires labor skills and learns to be thrifty and neat.

2 The role of the teacher and parents

in teaching a child sports exercises

A physical education teacher needs to encourage parents and their children to engage in joint physical exercise, which is a source of joy in enriching and improving family life. To do this, you need to solve several problems:

1. Explain to parents the need to take care of the correct development of basic breathing skills in the child, starting from infancy.

2. Convince parents that systematic physical education helps children gain motor experience, develop agility, speed, dynamic strength, and develop courage. The role of the family in raising a child

The comprehensive education of a child, preparing him for life in society is the main social task solved by society and the family.

The family largely determines children’s attitude towards physical exercise, their interest in sports, activity and initiative. This is facilitated by close emotional communication between children and adults in different situations, and their naturally occurring joint activities (discussing the successes of the country’s sports life, experiences when watching television sports programs, illustrations in books on sports topics, etc.).

It has been proven that parent-child activities bring the following positive results:

Arouses parents' interest in the level of "motor maturity" of children and promotes the development of motor skills in children in accordance with their age and abilities;

Deepen the relationship between parents and children;

They provide the opportunity to exercise in a short period of time not only for the child, but also for the adult: the parent shows the child certain exercises and performs most of them with him;

They allow the free time that a mother or father devotes to the child to be spent productively, serve mutual enrichment, and contribute to the all-round development of the child.

During joint activities, the adult lifts, carries, rocks the child, helps him pull himself up, jump, climb up, etc. Thanks to this, the parents themselves develop physically, become stronger, more agile and resilient. This use of free time is beneficial for both parties. The child admires his father: how strong dad is, how deftly he lifts him, rocks him, how well he does the exercises! Imitates the mother in grace and coordination of movements - for example, when performing exercises accompanied by singing or music. Parents, taking a semi-active position, use deft movements to help the child complete the exercise, encourage him and rejoice in success with him. Later, these joint activities truly become the happiest event of the day, and the child rejoices at the moment when one of the parents says: “Come here, let’s study!” In today's whirlwind of the day, these are moments of celebration, but activities should not be rare and random in a festive way, but regular and daily. Only systematic care for the child’s motor development can bring the desired results: systematic repetition of the same exercises and logical continuity of classes are the main prerequisites for success.

Teaching a child to ride a bike: tips for parents

The sooner your child gets behind the wheel, the better! Already at the age of two, a child is quite capable of pedaling a tricycle, and this will become familiar and natural to him.

Be sure to try to adjust the height and angle of the seat - it should not press, and the child should reach the floor with his toes.

When choosing a place to ride, make sure that there are never any cars nearby, but there is enough open space so that the young cyclist does not have an accident.

After some time, the child will feel confident and “start swimming freely,” and until this moment it is necessary to explain in which places he should not ride.

A useful trick may be to tie a rope (thick wire, jump rope) to the base of the seat, which you will pull only when the bike begins to lose balance.

It all depends on your dexterity, so soberly assess your abilities, and if you are not sure, just hold the bike with your hand by the seat or by the rear rack, if there is one.

3 Methods of teaching preschoolers sports exercises

3.1 Ice skating training

Ice skating is one of the most important types of sports exercises.

It has a cyclical nature, i.e. repeated repetition of the same movements in the same sequence and a large amplitude of these movements.

Ice skating is a great exercise for children and adults and is also one of the favorite outdoor activities. Systematic skating lessons have a positive effect on the child’s body and are of great importance for health, mental, moral, aesthetic and labor education.

T. I. Osokina emphasizes that systematic hardening is important from an early age as an effective remedy against hypothermia. A child's body is more easily susceptible to hypothermia than an adult's, because 80-90% of all heat loss in children occurs through the skin. During skating, thermoregulatory processes improve. Children enjoy skating and become strong, agile and courageous. Children develop coordination of movements of arms and legs, strengthen the muscles of the back and abdomen, and develop posture.

Skating is useful for developing fine coordination and rhythmic movements. It promotes the development of various psychophysical qualities: speed, endurance, strength and agility. Ice skating leads to the establishment of a more perfect interaction between various parts of the central nervous system and increases the performance of the child’s body. F. Kiryanova considers it important that childhood and the need to run, jump, and climb are inseparable from each other. It is necessary to regulate this movement activity, especially in boys. One way to regulate activity is through skating. It also develops interest in other sports games. For example, if children play hockey, they become interested in badminton and ring throwing; if figure skating - to ballet, gymnastics.

While skating on ice, children develop valuable personal character traits. They independently make various decisions, show resourcefulness, courage, and initiative.

According to A. Sadovskaya, as a result of skating, children can develop their powers of observation. For example, on a frosty day, the teacher will draw the children’s attention to the fact that the skating rink is smooth, transparent, and the skates make a loud noise cutting the ice path. In snowy weather, it is covered with an even thin layer of snow, the snow sparkles and creaks underfoot. And in the spring the skating rink becomes loose, making it more difficult to skate on. In this regard, the children's vocabulary is enriched, new words and expressions appear in their vocabulary, such as: “the ice sparkles, cracks, rings... the snow is spinning,” etc. Ice skating has a beneficial effect on aesthetic education, which is facilitated by music, dancing and rhythmic gymnastics that accompany figure skating classes.

In preschool institutions, learning to skate is recommended from the age of 5–6 years. T.I. Osokina argues that it is impossible to teach a child to skate before this period, because he must perform difficult motor coordination on skates with a small support area, and the osseous-ligamentous apparatus of the lower extremities is not yet strong enough. Ice skating requires maintaining balance while moving on ice, which creates additional stress on the central nervous system.

A. V. Keneman and D. V. Khukhlaeva believe that from the age of three, children can learn to slide on ice on skates and perform simple elements of figure skating, but in a kindergarten, qualified guidance is required to prevent the occurrence of injuries. Since at this age children have weak ankle joints and children cannot yet put on their shoes and lace them on their own, it is recommended that skating lessons begin at the age of 5-6.

L.N. Pustynnikova believes that senior preschool age is favorable for starting skating lessons. She explains this with the following facts.

The body of a 5-year-old child is fully prepared to master basic skills.

L.N. Pustynnikova developed a sequence for learning to skate. First, the child should be familiarized with the rules of behavior at the skating rink, caring for skates, and clothing; teach how to put on shoes and lace them. Then (long before learning to skate), the teacher teaches the child physical exercises that strengthen the muscles of the legs and feet; developing psychophysical qualities - speed, agility, etc. The child is given exercises indoors without skates and on skates; in the snow, on icy paths. These exercises are very effective in helping your child master the technique of moving on ice.

When teaching skating, the teacher uses various methods: demonstration, explanations, aids; the child holds the hands of an adult, sleigh chairs, special chairs.

The teacher makes sure that the children do not get overtired, so they strictly regulate the time of the lesson. As the child grows, it increases from 8 to 25-30 minutes. After 5-10 minutes of class, the child is given the opportunity to rest on a bench for 2-3 minutes.

It is important that the teacher himself is ready to conduct lessons on learning to skate. The ability to skate is reinforced in outdoor games such as “Dashes”, “Who is faster”, etc.

3.2 Roller skating

Roller skates are very popular nowadays. Learning to roller skate is recommended from preschool age. The child is taught to move, turn, brake, and stop. The teacher shows and explains movement techniques to the children and helps them master the movements. He supports the child, teaches him to push off with his left and right legs, coordinating the movements of his arms and legs; combine alternate pushing off with one or the other leg with skating on two skates. Having made 3-4 energetic alternating push-offs, the child places his legs parallel to each other at a short distance and rolls until he slows down or stops completely. When making a turn, he slows down, slightly tilting his body in the desired direction, and steps until the turn is completed, and the movement continues after that in a new direction (A.V. Keneman).

Skating skills are reinforced in outdoor games. The duration of the lesson gradually increases from 3-5 minutes to 10-15 minutes. Initially, roller skating training is carried out individually.

When all the children in the group have mastered skating, classes are conducted with the entire group.

3.3 Sledding

A sled accompanies a child throughout his life. A child of the first year of life is pushed on a sled by adults, a 2-3 year old child pulls the sled himself by the rope, pushing dolls. In the fourth year of life, children sled each other along the path.

Gradually, the tasks become more complicated: children drive each other in a circle, “snake”, and perform various tasks.

An older child slides down steeper and longer slides from different starting positions: sitting, kneeling, lying on his stomach, one at a time and two at a time.

When going down the slides, the child can perform various tasks: ring the bell, touch it, remove a hanging toy, etc.

3.4 Riding on rocking chairs, swings, carousels

These types of physical exercises develop the vestibular apparatus, strengthen muscles, and improve psychophysical qualities.

In preschool educational institutions, rocking chairs of various designs are used (individual, pair and group). In the second year of a child’s life, individual rocking chairs such as horses, ducks, bunnies, etc. are recommended. For a child of primary preschool age, rocking chairs of a more complex type are recommended: ladder rocking chair, chair, boat; rocking benches with curved sides. Rocking chairs can be in the form of a toy - an airplane, a horse. For older children, they buy rocking chairs like: airplane, horses, etc.

During walks, the child swings on rocking chairs and swings, to a sitting and standing position. The rocking chairs are decorated with thematic figures “Puss in Boots”, “Funny Duckling”, etc.

Swings are widely used in working with preschoolers. They not only develop the child physically quite effectively, but also bring him great joy.

Swings are available to everyone, starting from infancy. Swinging on them brings invaluable health benefits. The child sitting on them is involved in the movement in the direction of the swing. When this direction begins to reverse, his body receives a noticeable jolt, as if a vehicle were suddenly braking or accelerating. Rhythmic, successive shocks seem to “churn up” the blood and tissue fluid and have a gentle massaging effect on the internal organs and tissues of the child’s body. The physiological effect of tremors also consists of excitation of internal body receptors associated with the central nervous system. The effect of swinging is enhanced if the body of the swinger is relaxed. It is in this state of the body that vibrations of its internal organs and tissues excite the largest number of receptors.

At a younger age, hanging wooden swings with a fenced seat are used. After 15-20 swings, the child should rest.

Children enjoy spinning on carousels. It develops the vestibular apparatus and spatial orientation. Group carousels have a common area. The child sits on chairs, figures or on the floor.

Some carousels are set in motion by the child himself; he jumps on it as it begins to spin.

In winter, a toboggan carousel and an ice skating carousel are used.

The rotation on the carousel is dosed. The teacher monitors the child’s compliance with the rules of riding the carousel.

3.5 Biking

When teaching a child, the teacher must show him a bicycle and explain how to drive it: 1) place the bicycle on the right side; 2) take the steering wheel with your hands and move slightly to the side so that the pedals do not interfere with walking; 3) when making a turn, turn the steering wheel little by little in the direction in which you want to point the bike. After this demonstration, the children take turns driving the bike along the path, making turns to the right and left.

Having familiarized the children with how to drive a bicycle next to them, the teacher teaches them to sit and ride it, naturally observing the necessary safety rules.

They explain to the child: you need to stand to the left of the bicycle, grab the handlebars with your hands, swing your right leg over the saddle and lower it onto the pedal. At the same time, also transfer your body weight to the pedal, then separate your left leg from the ground and sit on the saddle.

The child is taught to ride straight ahead, while the teacher holds the bicycle by the saddle, allowing the child to ride 15-20 m in a given direction.

It is necessary to teach the child to drive in the indicated direction, performing various tasks: go around obstacles, drive through a “tunnel”, drive between two drawn lines

It is very useful to learn to ride by competing. For this purpose, relay races and competition games “Who is first?”, “Who is faster?” are held. etc.

Initially, 8-10 minutes are allotted for driving a bicycle, and then, when children master the driving technique, this time can be extended to 20-30 minutes.

Children learn to drive in circles, taking turns.

When each child masters riding a bicycle, you can organize outings for tourist walks.

3.6 Swimming training

1. When choosing a place for swimming, the teacher must check the depth, carefully examine the bottom to make sure that it does not contain holes.

2. The water level should not exceed 80 cm, the bottom should not be rocky, and the current should not be fast.

3. The bottom should be flat, the water should be running, the shore should be dry and not polluted.

4. The area reserved for children's bathing must be marked with clearly visible colored floats, flags, fences, etc.

6. Bathing and preparation for swimming should be combined with sunbathing and organized daily during a walk or after a nap.

Teaching children to swim involves using the following exercises.

You can play a variety of games in the water.

Physical education classes as a form of organizing physical education with preschool children. Structure and methodology of conducting the plot physical education class. Design and testing of a system of story-based physical education exercises with preschoolers.

Distribution of students into groups based on medical examination data. Tasks and organization of work on physical education of students of special medical groups. Taking into account individual characteristics and differentiated approach. Lesson structure diagram.

System of physical education in preschool institutions. The place and role of physical education in the general system of education and development of preschool children. Experience in using various forms of organizing physical activity in a child’s daily routine.

The beneficial effects of swimming on the children's body. Organization and conduct of classes in shallow water (junior and group average) and in deep water (older and preparatory group). Taking into account the psychological patterns of child development in the classroom.

Theoretical foundations of physical education of preschool children: health-improving, educational, educational tasks. Characteristics of means of physical education for preschool children: hygienic and natural factors, physical exercises.

General developmental exercises, their role in the physical development of children, characteristics and classification. Simulation exercises. Wellness orientation. The tasks of teaching children movements. Methods of teaching exercises in different age groups.

Physical education is the pedagogical process of forming motor skills. Development of human physical qualities. Physical education of a child in institutions for early and preschool children: forms, means, methods and techniques.

Objectives of protecting and promoting the health of preschool children. Fostering the need for a healthy lifestyle. Ensuring a normal level of physical fitness. Joining traditions big sport. The need for physical activity.

Physiological basis for the formation of motor skills. Development of a child in the first year of life. Pre-school (period early childhood) from one year to three years. Gymnastics and massage from zero to three years. Recommended games from birth to three years.

Peculiarities of age-related development of children of primary school age. Specific features of physical education in a modern family. Development of a set of exercises for morning exercises for children of primary school age and effectiveness assessment.

The effect of skiing on the body. Methods of teaching skiing in senior preschool age, its forms and objectives, creating favorable conditions for learning. Basic criteria for the correctness of a sliding step. Organized skiing lessons.

Physical education of preschool children in the education system taking into account modern requirements. The unity of the child’s physical and mental development. Means of education: hygiene factors, natural forces of nature, physical exercise.

Teaching the technique of performing the “bridge” exercise from a standing starting position (with the help of a partner). Strength exercises on the crossbar. General developmental exercises with a skipping rope. Classes for the development of speed and strength qualities of children using the competitive method.

Goals and objectives of aerobics classes in kindergarten: develop children's sense of rhythm and motor abilities; teach children to perform movements to music beautifully, freely, and with coordination; instill in children dance movements and a general culture of behavior.

The role, place and significance of swimming in the structure of physical education. Prerequisites for training and teaching methods. The use of game tasks and outdoor games in teaching. A set of gaming techniques, teaching basic motor skills.

Problems of physical development in the preschool education system, its main goals and objectives. Non-traditional forms of preschooler health improvement. Forms of organization of physical activity and their use in the child’s daily routine, questioning of parents.

The goal of physical education is to raise a healthy, cheerful child. Age-related features of child development up to 7 years. Formation of the child’s motor functions. Gymnastics for children as a system of specially selected physical exercises.

Necessity physical activities with school-age children in the family. The role of the regime in the upbringing of children and their physical development. Pedagogical principles and guidelines for physical exercises. Assessment of the level of physical development of children in the family.

Features of physical education of children of senior preschool age in preschool institutions. Opportunities for recreational leisure activities in the family. Guidelines for parents on the problem of organizing family recreational leisure.

Ulyana Chernova
Organization of sports games and sports exercises in preschool educational institutions

In the national doctrine of education in Russian Federation education of a healthy lifestyle, development of children's and youth's sports

Introduction of the Federal State Educational Standard determines transition of education of preschool children to a qualitatively new level, since it not only establishes norms and requirements for the general structure educational program, but also allows you to formulate content taking into account the interests of participants in the educational process

In this regard, in kindergarten it is necessary to form in preschoolers a stable interest in games with elements sports, sports exercises, the desire to use them in independent activities. They are of particular interest sport games(basketball, football, hockey, badminton, etc., as well as sport exercises(swimming, cycling, sledding, skating, skiing, etc.

Sports games and exercises contribute to improving the functioning of basic physiological systems body - nervous, cardiovascular, respiratory, improving the physical development of children, nurturing moral and volitional qualities. It is very valuable that classes contribute to the development of positive character traits in preschoolers and create favorable conditions to foster friendly relations in the team.

Mastering the elements sports games in preschool age form the basis for further activities sports.

Study sports in the literal sense of the word (which implies the preparation and participation of children in sports competitions in order to achieve high sports results) not recommended for preschool children. But elementary actions in sports games and exercises, individual elements of competition are not only possible, but also advisable.

Teaching children the elements sports games and exercises, we solve the following tasks:

Formation of initial ideas about some species sports;

Formation of a sustainable interest in games with elements in preschoolers sports, sports exercises, the desire to use them in independent activities;

Enriching the motor experience of preschoolers with new motor actions (basketball - throwing the ball into the hoop, football - kicking the ball, etc.);

Education correct technique execution of elements sports games;

Nurturing positive moral and volitional qualities in sports games;

Forming a habit of healthy image life.

It must be taken into account that the content, methodology and planning educational material but have their own specifics. Their organization requires taking into account the age characteristics of children, their physical development and physical fitness, and the specifics of the work of preschool institutions.

IN sports and pedagogical literature describes the content and teaching methods, however, most teachers find it difficult to build a system for teaching children a particular game and most often limit themselves to what they take out for a walk sports equipment and provide children with complete independence in its use.

What is the difference sports games from sports exercises.

Sport. Games are independent types sports related to game confrontation between teams or individuals athletes, and carried out according to certain rules.

2nd junior group

Sport exercises:

1. Ride on tricycle in a straight line, with turns, in a circle.

2. Ski at a walking pace.

3. Slide along icy paths with adult support.

4. Sledding dolls, each other, sledding down low slides.

5. Bathing: Enter and dive into the water, play in the water.

Middle group

Sport exercises:

1. Ride a tricycle and two-wheeler in a straight line, in a circle. Make turns right and left.

2. Ski with a sliding step, make turns to the right, and to the left by stepping. Climb the slope with a straight step, half-herringbone. Ski up to 500m. Participate in skiing games "Carousel in the Forest", "The further the better", "Vorotsa".

3. Slide along icy paths on your own.

4. Slide down a hill on a sled, slow down when descending from it, and climb the mountain with a sled.

5. Swimming: Move your legs up and down while sitting in the water. Walk along the bottom on your hands back and forth. Immerse yourself by squatting in the water up to your chin, up to your eyes. Place your face in the water, blow on the water, and plunge your head into it. Try to swim at will.

Senior group

Sport exercises:

1. Take each other on a sled, go down the hill in twos. Make turns on the downhill.

2. Slide along ice paths from a running start, crouching and standing up while sliding.

3. Skiing with a sliding step. Perform turns on the spot and while moving. Climb the hill using a ladder and descend it in a low stance. Ski at a slow pace for a distance of 1–2 km. Participate in games: “Who will turn around first?”, "Slalom", "Lift up", "Catch-up".

4. Ride a two-wheeled bicycle independently in a straight line, make turns left and right. Ride a scooter, pushing off with your right and left foot.

5. Swimming: Move your legs up and down, sitting in the water in a shallow place and lying down, supporting yourself with your hands. Perform various movements with your hands in the water. Slide on your chest and back, exhale into the water. Swim freely.

Elements sports games:

Basketball: Throw the ball to each other with both hands from the chest, dribble the ball with your right or left hand. Throw the ball into the basket with both hands from the chest.

Badminton: Hit the shuttlecock with a racket, pointing it in a certain direction. Play together with a teacher.

Football: Roll the ball with your right and left foot in a given direction. Dribble the ball around objects, roll it into holes, into gates. Pass the kick to each other in pairs, hit the wall several times in a row.

Hockey: Roll the puck with your stick in a given direction, roll it into the goal. Roll the puck to each other in pairs.

Volleyball: Teach the elements "Ball Schools". Throw the ball to each other with both hands from below, from the chest. Throw the ball over the cord and net into the distance from behind your head. Throw the ball to each other with both hands from the chest over the net.

Preparatory group

Sport exercises:

1. Sledding: Pick up a pre-placed object while going down a hill (pin, flag, snowball). Perform a variety of games tasks: drive through the gate, hit the target with a snowball, make a turn. Participate in games - sled relay races.

2. Slide from a running start along ice paths, standing and crouching, on one leg, with a turn. Slide down a low slide.

3. Walk at a sliding step along the ski track, placing your hands behind your back. Walk in alternating two-step strides (with sticks). Ski 600 m at an average pace, 2 - 3 km at a slow pace. Perform turns by stepping while moving. Climb up the hill using a ladder, a herringbone pattern. Go down the hill in a low and high jay, slow down. Participate in games: "Step wider", "Who's the fastest", "Counter Relay", "Don't touch me".

4. Ride a two-wheeled bicycle in a straight line, in a circle, in a snake; to brake. Feel free to ride your scooter.

5. Swimming: Inhale, then exhale into the water, immerse your head in the water, open your eyes in the water, slide on your chest and back, move your legs up and down. Move along the bottom on your hands. Swim with an inflatable toy or circle in your hands. Practice hand movements. Trying to swim without support. Perform a variety of exercises in water. Swim arbitrarily 10-15 m.

Elements sports games:

Basketball: Pass the ball to each other with both hands from the chest, one hand from the shoulder. Throw the balls to each other with both hands from the chest in motion. Catch a flying ball at different heights (at chest level, above the head, on the side, below, near the floor, etc.) and from different sides. Throw the ball into the basket with both hands from the chest. Dribble the ball with one hand, passing it from one hand to the other, moving in different directions, stopping and moving again at the signal. Learn the basic rules of the game.

Football: pass the ball to each other, hitting it with the right and left foot, while standing still. Dribble the ball like a snake between placed objects, hit objects, kick the ball into the goal.

Hockey (without skates - on snow, on grass): Dribble the puck with your stick without lifting it off the puck. Roll the puck with the stick to each other, hold the puck with the stick. Move the puck around and between objects with your stick. Shoot the puck into the goal while holding the stick with both hands (right and left). Hit the puck into the goal, hit it from the spot and after dribbling.

Badminton: Hold the racket correctly. Throw the shuttlecock with the racket to your partner's side without a net, over the net. Move freely around the court during the game.

Desktop elements tennis: Hold the racket correctly. Carry out preparatory exercises with racket and ball: throw and catch the ball with one hand, with a racket hitting the floor or wall. Serve the ball over the net after it bounces off the table.

Volleyball: Continue to master the elements "Ball Schools", making tasks more difficult. Pass the ball in pairs, threes with both hands from the chest, from behind the head. Throw the ball over the net in pairs and into the distance (as high and strong as possible). Pass the ball over the net in columns, moving to the end of your own and the opposite column. Play games "Who has fewer balls", "Pioneerball", "Ball over the net", "Three by Three", "Volleyball Players' Lap", "10 gears". Introduce the rules of playing volleyball using simplified rules, teach the game.

Most effective form teaching preschoolers sports games and exercises are organized activities. The main purpose of such classes is to familiarize children with sports games and exercises, laying down the basics of proper technique.

Children are taught in our kindergarten sports exercises and sports elements games are mainly carried out in physical education classes in gym , pool, and outdoors.. But this is by no means highly specialized training.

The game form of conducting classes is the basis of the teaching methodology sports games and exercises. The lesson should be held as an entertaining game. Monotony and boredom should not be allowed; the movements and games themselves should give the child pleasure and make him want to continue the activity. Therefore, it is important that it contains motor tasks, play images, and unexpected moments that are interesting for children.

It is also necessary to take into account seasonal and weather conditions.

In the warm season, we give preference to these sports exercises like:

Ball games (basketball, volleyball, football);

Run (moderate, fast, endurance);

Bowling games, towns;

Table tennis, badminton;

Bathing, swimming;

Riding a bicycle, scooter.

In winter it is:

Sledging;

Fun with snowballs;

Sliding along icy paths;

Skiing;

Before you begin systematically teaching children sports games and exercises, it is necessary to introduce them to various types sports, athletes, take an excursion or a targeted walk to the school stadium, sports school , look at the illustrations. The purpose of this work is to arouse interest, create a desire to engage sports.

The second stage is the accumulation of experience in communicating with objects: racket, ball, stick, towns, etc. For this, in sports This equipment is placed in the corners of the groups and the opportunity is given to independently manipulate these objects.

The third stage is training sports exercises and elements of sports games.

Sports games and exercises in a preschool should be used at different times of the day. In the morning, when taking children, you can involve small groups of children in the entertainment, depending on their condition. Children who get up early and walk to kindergarten are quite cheerful and are happy to perform certain movements. And those who get up late sometimes arrive sleepy, lethargic and do not express the desire to move. Such children should be involved in physical activity gradually. It is not advisable to use in the morning sport games, exercises that cause strong emotional arousal or require large amounts of physical energy. This will exhaust children and reduce their ability to master knowledge, skills and abilities in the classroom. Can be used on a day walk sports games and exercises with maximum physiological and emotional stress. During these periods of the daily routine, the basics of the technique of types are studied. sports, who will be leading in the next and current seasons. On a day walk sports games and exercises should be given more attention than at all other times of the day.

When working with preschoolers, you can use the following sports games and exercises, in which the maximum available physical activity would alternate with minimal or with muscle relaxation. This sport games, which include basic movements - walking, running, jumping, throwing, catching, throwing a ball, etc. This is exactly the nature of swimming, skiing, skating, sports games – badminton, table tennis, towns, basketball, volleyball.

Since preschoolers are not able to regulate the amount of physical activity, they do not know how to independently master physical activities. exercises provided by the program, they need the help of an instructor and educator. Therefore, the teacher must know the technique of performing exercises and elements of sports games. Technique is a way of performing a movement to solve a motor problem. Details of the technique are secondary features of execution exercises, which can be changed without disturbing the fundamentals of the technique.

Mini master class "Ball Technique"

Exercises preparing for management ball:

1. Hit the ball on the floor with one hand and catch it with both hands while standing and while walking.

2. Hitting the ball on the spot with your right and left hands.

3. Dribbling the ball by hitting it with your palm (in any way).

4. Dribbling the ball, stopping by walking and passing the ball.

5. Dribbling the ball with changes in speed and direction of movement

The teacher’s own example, physical fitness, cheerfulness, optimistic attitude, and sincere desire to instill in children a love of physical education have a beneficial effect on them. With children 4-5 years old, the instructor is an indispensable participant sporting events , especially if exercises are unfamiliar to children. Conducting sports exercises with technical complications(e.g. skiing, biking, swimming) the instructor must participate in them at all times. If it is necessary to show an example of the ability to play, the teacher can join the game himself. Such participation gives children confidence in the teacher, arouses their sympathy and respect for the adult, and sometimes is the main motive for participating in the game.

Sports games in kindergarten can be used not only as a means of increasing children’s motor activity, improving skills and development motor qualities, but also as a form of development of the child’s abilities, inclinations and natural inclinations.

Noted positive impact sports games and exercises for children with limited social contacts, children with speech disorders, and increased anxiety. Along with this, the psychological barrier is also removed, ideas about the surrounding reality are expanded, and the skills of a culture of behavior and a culture of communication are developed.

It should be noted once again that each teacher independently chooses sports games and exercises and methods of forming certain movements provided for by gaming activities in accordance with pedagogical conditions and pedagogical features of the educational process in a preschool educational institution, as well as its subject-development environment.

It is difficult to overestimate the importance of sports exercises in the development of children. As you know, movement is life and this expression is relevant for any age, literally from the cradle. It seems that even small children themselves understand this simple truth, because it is so difficult for them to sit still.

From the early childhood of my daughters, I tried to have them not only spend a lot of time outside, but also run, jump, play ball, and dance for their own pleasure. In addition, we regularly perform various sports exercises. I won’t say that we start every day with exercise, but in the evenings, instead of sitting in front of the TV, we often play dance games or hold competitions.

Purpose of sports exercises

Regular exercise helps a child develop properly and learn about the world around him through movement. With the help of correctly calculated physical activity we can help the child release his energy and channel it into a peaceful direction. And, besides, spending time together with children is a positive emotion for everyone.

Types of sports exercises depending on age

Since my eldest daughter is already 10 years old, we managed to try out exercises for different age groups with her, and now I use this experience in classes with my youngest child, who is now 2 years old. By the way, experts advise starting physical education at this age. I will give you the exercises that we do.

Sports exercises for children aged 2-3 years

Our sports complex contains a small number of exercises, because My child would not have the patience to complete them for a long time. Usually I do them myself, and she tries to repeat all the movements after me. Sometimes it turns out very funny, because the child does not do what he is shown.

"Spring." Feet together, hands on the waist. We bend our knees and turn our body in one direction, then repeat everything in the other direction.
"Sparrows". We wave our arms like wings. You can run around in a circle, pretending to be little sparrows.
“Sparrows drink water.” Then our birds flew in and we pretended that they were drinking water: feet shoulder-width apart, leaning forward, and also leaning towards each leg in turn.
"The sparrows are jumping." It's time for the sparrows to jump. We jump on two legs, then on one leg, then on the other.

All exercises can be accompanied by various jokes and jokes, rhymes and songs. Each time you can change the sparrow for someone else. For example, on a bunny, although the bunny cannot fly, which means that with us he will flap his ears.

Sports exercises for children aged 3-4 years

At this age, when performing exercises, it is necessary to ensure that the child keeps his back and head straight, and also places his feet correctly.

"Trees". Feet shoulder-width apart, arms up. We lean to the sides, as if the trees were waving their branches in the wind.
"Tumbleweed". We lie on our backs and roll onto our stomachs, then back onto our backs.
"Bike". Everyone famous exercise on the abdominal muscles. We lie on our backs and imitate pedaling with our feet.

Sports exercises for children aged 4-5 years

At that age, you can already ensure that the child performs all movements correctly. Pay attention Special attention prevention of flat feet.

"Around the sun." We put the hoop on the floor and imagine that it is the sun. We walk barefoot on the hoop, with our feet turned to the sides. Then we walk along it at a side step.
"Seated bends." We sit on the floor, legs extended forward. We bend towards our feet, trying to keep our back straight. Then we spread our legs and bend over to each leg.
"Squatting with a ball." Feet shoulder-width apart, holding the ball outstretched arms at the bottom. We squat and at the same time move the ball forward in our hands. We make sure that the back remains straight, the pelvis is moved back. Let's get up.
"Don't drop the ball." We sit down on a chair. We grab the ball with our feet and lift it up. We make sure that the back does not bend. You can simply tap the ball with your feet when it lies on the floor, and also do not bend in the lower back.

I have listed just a few exercises that you can do with your child. Can be included in your daily complex other options, as well as come up with your own. Children love funny names and perform the complex more willingly if everything is fun, for example, accompanied by music.

You can stimulate your child by giving him grades for his exercises. For my eldest, I once kept a diary, where I got fives for “cartwheels” and “jumping over a pillow.” And, by the way, I was also graded. So, adults, don’t relax, it’s good for you to exercise with your kids too!

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