Methodology for organizing and conducting outdoor games. Consultation for teachers “Techniques for effective management of outdoor play

Methodology for organizing and conducting outdoor games

Organization of the game includes preparation for its implementation, i.e. choosing a game and a place for it, marking the site, preparing equipment, preliminary analysis of the game.

The methodology for conducting an outdoor game includes: gathering children to play, creating interest, explaining the rules of the game, distributing roles, and guiding the progress of the game. Summing up as a methodological stage is the announcement of results, relaxation, summing up the results of the game and its evaluation.

When conducting an outdoor game, you should remember that it is necessary to gather children in the place on the playground from where the game actions will begin; the gathering should be quick and interesting. An explanation of the game is an instruction; it should be short, understandable, interesting and emotional. Roles determine children’s behavior in the game; choice for the main role should be perceived as encouragement, as trust.

Gathering children for a game.

Older preschoolers love and know how to play. To gather children for the game and create interest, you can agree on a place and a gathering signal long before the start of the game. You can gather children with the help of barkers (“One, two, three, four, five - I invite everyone to play); instruct individual children to gather the rest within a specified limited time (for example, while the melody is playing); use sound and visual cues; use surprise tasks: for example, the one who can run under a rotating jump rope will play.

Game selection.

The selection and planning of outdoor games depend on the working conditions of each age group: the general level of physical and mental development children, their motor skills, the health status of each child, his individual typological characteristics, time of year, features of the regime, location, interests of children.

When selecting story-based games, the child’s well-developed ideas about the plot being played out are taken into account. To better understand the game plot, the teacher carries out preliminary work with the child: reads works of art, organizes observations of nature, animal habits, and human activities various professions(firefighters, drivers, athletes, etc.), watches videos, films and filmstrips, conducts conversations. The teacher pays significant attention to preparing the attributes of the game. The teacher makes them together with the children or in their presence (depending on age).

Each game should give the greatest motor and emotional effect. Therefore, you should not select games with movements unfamiliar to children, so as not to slow down game actions. The motor content of the games must be consistent with the conditions of the game. Games involving running at speed, throwing at a moving target or into the distance have no effect indoors. It is also important to consider the time of year and weather conditions. For a winter walk, for example, more dynamic games are logical. But sometimes a slippery surface makes it difficult to run and dodge. In summer it is convenient to compete in fast running, but in very hot weather it is better not to hold such competitions.

Regulates the choice of game and its place in the daily routine. More dynamic games are advisable on the first walk, especially if it was preceded by activities with significant mental stress and monotonous body position. On the second walk, you can play games with different motor characteristics. But, given the general fatigue of children at the end of the day, they should not learn new games.

Creating interest in the game.

Throughout the game, it is necessary to maintain children's interest in it; it is especially important to create it at the beginning of the game in order to give purposefulness to the game actions. Techniques for creating interest are closely related to techniques for collecting children. Sometimes it's the same thing. For example, an intriguing question for kids: “Do you want to be a pilot? Run to the airfield!” Playing with attributes has a huge effect. For example, the teacher puts on a mask-cap: “Look, children, what a big clumsy bear came to play with you...”, or: “Now I’ll put a cap on someone, and we will have a bunny... Catch him!” Or: “Guess who’s hiding behind me?” - says the teacher, manipulating the sounding toy. In older groups, techniques for creating interest are used mainly when the game is being learned. These are most often poems, songs, riddles (including motor ones) on the theme of the game, looking at footprints in the snow or signs on the grass by which you need to find those hiding, changing clothes, etc.

Children's interest in games with elements of competition increases if they wear a uniform and select team captains, a referee and his assistant. Teams receive points for completing tasks correctly and quickly. The result of the calculation determines the assessment of the quality of task performance and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams and their members, promoting friendliness and camaraderie in the relationships of children.

Explanation of the rules.The leader should state the rules of the game briefly, since children strive to reproduce everything stated in the actions as quickly as possible. All means of expression - voice intonation, facial expressions, gestures, and story games and imitation, must find appropriate use in explanations in order to highlight the main thing, create an atmosphere of joy and give purposefulness to game actions. Thus, the explanation of the game is both an instruction and the moment of creating a game situation.

The sequence of explanations is fundamentally important: name the game and its concept, briefly outline it with its content, emphasize the rules, recall the movements (if necessary), distribute roles, distribute attributes, place the players on the court, begin game actions. If the game is familiar to children, then instead of explaining, you need to remember the rules with the children. If the game is complex, then it is not recommended to immediately give a detailed explanation, but it is better to first explain the main thing, and then all the details as the game progresses.

Children are introduced to the new game clearly, concisely, figuratively, and emotionally within 1.5-2 minutes. An explanation of the plot-based outdoor game is given after preliminary work with the child on the formation of ideas about play images. The themes of plot-based outdoor games are varied: these can be episodes from people’s lives, natural phenomena, or imitation of animal habits. In the course of explaining the game, a game goal is set for children, which helps to activate thought, understand the rules of the game, and form and improve motor skills.

When explaining a non-story game, the teacher reveals the sequence of game actions, game rules and signal. It indicates player locations and game attributes using spatial terminology. When explaining the game, the teacher should not be distracted by comments to the children. Using questions, he checks how the children understand the game. If the rules of the game are clear to them, then it is fun and exciting.

When explaining games with competition elements, the teacher clarifies the rules, game techniques, and competition conditions. He expresses confidence that all children will try to cope well with the game tasks, which require not only speed, but also high-quality execution (“Who will run to the flag faster”, “Whose team will not drop the ball”). Correct execution of movements gives children pleasure, a sense of confidence and a desire to improve.

By uniting those playing in groups or teams, the teacher takes into account the physical development and individual characteristics of the children. The teacher selects children of equal strength for teams; To activate insecure, shy children, they are connected with brave and active ones.

Distribution of roles.Roles determine children's behavior in the game. Children 6 years old are very active, and everyone basically wants to be a driver, so the leader must appoint them himself in accordance with their abilities. Children should perceive their choice for the main role as encouragement. You can also appoint the player who won the previous game as the driver, rewarding him for the fact that he remained undetected, completed the task better than others, accepted the most beautiful pose in the game, etc.

There are several ways to choose a driver: the teacher appoints, always giving reasons for his choice; using a counting rhyme (conflicts are prevented); using " magic wand"; by drawing lots; the driver can choose a replacement. All of these techniques are used, as a rule, at the beginning of the game. To appoint a new driver, the main criterion is the quality of execution of movements and rules. The choice of driver should contribute to the development in children of the ability to correctly assess their own strengths and the strengths of their comrades. It is recommended to change the driver more often so that as many children as possible can play this role.

Game management.

In general, the teacher’s guidance of outdoor play consists of controlling the course of the game and is aimed at fulfilling its program content.

By directing the game, the teacher cultivates the child’s morality; Forms correct self-esteem, relationships between children, friendship and mutual assistance, teaches the child to overcome difficulties. Correct pedagogical guidance of the game helps the child understand himself and his comrades, ensures the development and realization of his creative powers, and has a psychocorrective and psychotherapeutic effect.

During the game, the teacher pays attention to the child’s compliance with the rules and carefully analyzes the reasons for their violation. The teacher monitors the movements, relationships, load, and emotional state of the child in the game.

Most older preschoolers have a good command of basic movements. The teacher pays attention to the quality of movements, making sure that they are light, beautiful, and confident. Children must quickly navigate space, show restraint, courage, resourcefulness, and creatively solve motor problems. In games, it is necessary to set tasks for children to independent decision. So, in the game “Colored Figures”, children are divided into links, and in each section a leader is chosen. At the teacher’s signal, children with flags in their hands scatter around the hall. At the command “Circle!” they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and at the command “In a circle!” They are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags. This complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.

By searching for solutions to certain motor problems in outdoor games, children themselves acquire knowledge. And knowledge acquired through one’s own efforts is assimilated consciously and imprinted more firmly in memory. Solving various problems gives children confidence in their abilities and brings joy from independent small discoveries. With the skillful guidance of the teacher in outdoor play, the creative activity of children is successfully formed: they come up with game options, new plots, and more complex game tasks.

In a number of games, children are required to be able to come up with movement options and various combinations of them. These are games like “Make a Figure”, “Day and Night”, “Monkey and Hunters”, etc. Initially, the teacher plays the leading role in creating movement options. Gradually he involves the children themselves in this. Entering into a role and figuratively conveying the nature of movements is facilitated by children coming up with exercises on a given topic. For example: come up with an exercise that imitates the movements of animals, birds, beasts (heron, fox, frog). It is also possible to come up with and name an exercise, and then perform it (“Fish”, “Snowplow”, etc.).

An important role in the development creative activity Children play by involving them in making the rules more complex. At first, the leading role in varying games belongs to the teacher, but gradually children are given more and more independence. So, when playing the game “Two Frosts” with children, the teacher first offers the following option: whoever gets “frosted” remains in place, and the children, running to the opposite side, should not touch the “frozen ones.” Then the teacher complicates the task: while running away from the “frost,” the children must touch their “frozen” comrades and “warm” them up. After this, the teacher invites the children themselves to come up with options for games. The most interesting ones are selected from the proposed options. For example, the children decided that it would be more difficult for the “frost” to “freeze” the athletes, so during dashes the children imitate the movements of skiers or skaters.

Thus, an indicator of children’s creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems in connection with a change in the game situation, but also the ability to create combinations of movements, game options, and complicate the rules. The highest manifestation of creativity in children is their inventing of outdoor games and the ability to organize them independently. Entering into a role develops in children the ability to imagine themselves in the place of another, to mentally transform into them, and allows them to experience feelings that may be inaccessible in ordinary life situations. Thus, in the game “Firemen in Training”, children imagine themselves as brave, dexterous, courageous people, not afraid of difficulties, ready to sacrifice themselves to save others. Since play involves active movement, and movement involves hands-on exploration of the real world, play provides continuous exploration and a constant flow of new information.

Signals in games for children up to school age It is better to give not with a whistle, but with verbal commands, which contributes to the development of the second signaling system, which is still very imperfect at this age. Recitatives are also good. Rhymed words spoken by the choir develop children's speech and at the same time allow them to prepare for performing an action on the last word of the recitative.

When evaluating the game, the teacher notes positive qualities children, naming those who successfully fulfilled their roles, showed courage, restraint, mutual assistance, creativity, followed the rules, and then analyzes the reasons for breaking the rules. The teacher analyzes how success was achieved in the game. Summing up the game should be done in an interesting and entertaining way. All children must be involved in the discussion of the game, this teaches them to analyze their actions and causes a more conscious attitude towards following the rules of the game. The outcome of the game should be optimistic, short and specific. Children must be praised.

The active game ends with walking, which gradually reduces physical activity and brings the child’s pulse back to normal. It should be noted that children show greater motor activity in games, especially in cases where jumping, running and other actions requiring high costs strength and energy, interspersed with at least short breaks and active rest. However, they get tired quite quickly, especially when performing monotonous actions. Considering the above, physical activity when playing outdoor games must be strictly regulated and limited. The game should not be too long. It is advisable to offer short-term outdoor games in which greater mobility alternates with short breaks.

In the preparatory (final) part, you can include games with rhythmic walking and additional gymnastic movements. They should require organization, attention, and coordination of movements from the players, contributing to the overall physical development(for example, the game “Who approached”);

In the main part, after performing the main movement, for example running, in order to develop speed and dexterity, it is better to play running games (“Two Frosts”, “Wolves in the Moat”, “Geese-Swans”), in which children fast run with dodging, jumping, and jumping, they can rest. When dividing players into competing groups, the leader must take into account the correspondence of the nature of the game actions to the physical fitness of the children, and immediately identify the results of each player’s actions for his team. The predominant place is occupied by games with short dashes in all directions, in a straight line, in a circle, with changes in directions, games with running such as “catch up - run away” and with dodging; games with bouncing on one or two legs, with jumping over conditional obstacles (a drawn “ditch”) and over objects (a low bench); games with passing, throwing, catching and throwing balls, cones, pebbles at a distance and at a target, games with various movements of an imitative or creative nature. Each game consists mainly of one or two of the above types of movements, and usually they are used separately or alternately, and only occasionally in combinations.

Games can be played at any time of the year, at outdoors. The duration of the game depends on its intensity and complexity of motor movements, the characteristics of the child’s physical development, the state of his health, and on average can be 10-20 minutes. The load can be dosed using the following methods: decreasing or increasing the number of players; duration of the game in time; size of the playground; number of repetitions; the severity of objects and the availability of rest breaks. At the end of the game, it is necessary to encourage the baby, noting his dexterity, strength, and initiative.

Thus, outdoor play is one of the complex means of education: it is aimed at comprehensive physical fitness (through direct mastery of the basics of movement and complex actions in changing conditions of collective activity), improving the functions of the body, and the character traits of the players.

A well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.

Methodological development

Topic: Methods and organization of outdoor games in a children's health camp

Compiled by:

volleyball coach and teacher

MBUDO SDYUSSHOR No. 2 “Red Wings”

Mirlacheva T.N.

Togliatti – 2015

Introduction 3

Main part

1. Preparation for the game 4

2. Organization of outdoor games 4

3. Players' interest 6

Conclusion 10

References 11

Introduction

The methodology for conducting outdoor play includes unlimited possibilities for the integrated use of various techniques aimed at shaping the child’s personality and skillful pedagogical guidance of it. Of particular importance is the professional training of the teacher, pedagogical observation and foresight. Stimulating the child’s interest in the game, captivating him play activities, the teacher notices and highlights significant factors in the development and behavior of children. It is necessary to determine (sometimes in individual strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate positive qualities and gradually overcome negative ones.

The experience of N.N. Kilpio, N.G. Kozhevnikova, V.I. Vasyukova and others showed the influence of the game plot on the comprehensive development of the child. A prerequisite for successful outdoor games is to take into account individual characteristics every child. His behavior in the game largely depends on the existing motor skills and typological characteristics of the nervous system. Active motor activity trains nervous system child, helps to balance the processes of excitation and
braking

The methodology for teaching games is determined by the goals and objectives that are solved with their help. The leading role in this belongs to the teacher. When organizing training, the teacher should strive to cultivate high moral and volitional qualities in students; strengthen their health and promote proper physical development; promote the formation of vital motor qualities, skills and abilities.

Preparing for the game

The choice of games depends on the task at hand. When determining it, the manager takes into account the age characteristics of the children, their development, physical fitness, conditions and the number of children. The choice of game also depends on the location of the game, the weather and air temperature, and the availability of manuals and equipment.

Preparing the place for the game

To play outdoor games, you need to remove the thorns (if precise markings and a flat area are required) or select a flat green area (especially for children of primary school age). Before holding a game on the ground, the leader must familiarize himself with the area in advance and outline the boundaries for the game.

Preparing equipment for games

To conduct outdoor games, you need flags, colored headbands, sticks, balls, skittles, reins, etc. It is desirable that the equipment be colorful, bright, and noticeable in the game (this is especially important for kids). The size and weight of equipment must correspond to the strength of the players. The amount of inventory must be provided in advance.

Preliminary game analysis

The manager must first think through the entire process of the game and foresee which moments of the game can cause excitement, dishonest behavior of the players, and a decline in interests, in order to think in advance how to prevent these undesirable phenomena.

Organization of outdoor games

Game explanation

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

Isolation of drivers

You can single out the drivers in different ways:

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

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

At the choice of the players. This method allows us to identify the collective desire of children, who usually choose the most worthy drivers.

Based on the results of previous games. As an incentive, the player who turned out to be the most dexterous, fastest, etc. in the previous game becomes the driver.

Distribution into teams

Distribution into teams is made in various ways: at the discretion of the leader, by calculation in a line, by agreement, by appointment of captains. Management of the game process. The leader must interest the children in the game and captivate them. Sometimes it’s worth participating in the game yourself, captivating children with your behavior. Children must be taught to consciously follow the rules of the game. It is necessary to achieve conscious discipline, honest implementation of the rules and responsibilities assigned to the players. During the game, the creativity of the players should be developed.

Judging

Every game requires objective, impartial refereeing. The referee monitors the correct execution of techniques in the game, which helps improve the technique of the game and generally increases interest in it.

Dosage during the game

In outdoor games it is difficult to take into account the capabilities of each participant, as well as his physical condition at this time. We must provide optimal loads. During classes, you should alternate between intense and sedentary games. Drivers should not be allowed to be in motion for a long time without rest.

Game duration

The duration of the game depends on the nature of the game, the conditions of the classes and the composition of the participants. It is very important to finish the game on time. As soon as the first signs of fatigue appear, the game should be ended.

Summing up

At the end of the game, the leader must announce the result, analyze the game, pointing out errors in technical techniques and tactics, and note the children who played well, followed the rules of the game and showed creative initiative.

Players' interest

In order for children to start playing your game, you need to make them interested. Everything is important here right down to the intonation of your voice, when you announce to them an upcoming event (by the way, “event” is a leader’s technical term).

you start interest children in advance, intriguing them. Make a plan for the day at the squad corner in an unusual form, come up with bright names for all events. For example, you can insert a mysterious item into your daily plan: “BOOM.” What is it? It turned out to be “The Big Garbage Cleanup.”

Play the game I need it too emotionally, with enthusiasm. Come up with some original image. And again, you have to like it yourself what you do.

Don't be lazy create an atmosphere. It's capable turn an ordinary set of standard competitions into an exciting event. You can simply divide the squad into 2 teams and hold five competitions, assigning from 1 to 5 points for each, but this is not interesting to anyone. But we can say that these are not teams at all, but expeditions to explore ancient tombs, tie all the same competitions to this plot, dim the lights in the hall, light candles, dress yourself in a mummy costume - and now it’s a completely different game! Bright, memorable.

It should be interesting to everyone. When planning your event, make sure it is interesting for both boys and girls.

It is important to interest (involve everything, right down to the intonation of your voice)

Don't pay attention to excuses! Often children are prematurely negative about the game, don’t be upset, draw them into the game and make it as interesting as possible, because if it’s not very good, they will only confirm that they are right. Therefore, all activities must be well thought out and carried out

Event management. You yourself must be optimistic, otherwise the effect will not be the best. This applies to any activity, starting with exercise.

There must be interest. Be sure to get them interested in a game, a hike, a fire (there must be some kind of intrigue, history, mystery). Write out a plan for the whole day, hourly - it will organize you and intrigue them!

Don't overload! Every 20 minutes it is better to relax (make a joke, let them laugh, switch to something else)

Support ideas. Take up any initiative.

Children's excuses

It happens that some children have a negative attitude towards the upcoming game in advance. “We don’t want to play,” “It’s boring, we’d rather sit in the ward.” What to do with these? Don't be upset. Get them into the game. Invite them to start, and then, if they don’t like it, leave. Most likely, they will enjoy it and will play enthusiastically until the end. Make the game really interesting. You shouldn’t give your children extra opportunity to be naughty.

Take the initiative

Do not mechanically adhere to the prepared plan. We need to see what children are interested in and take the initiative. Let's say your children spend all their time at the table tennis table. In this case, you can hold a blitz tournament - that’s the event for you.

The counselor must be able to come up with games on the go.

Discharge

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

When planning games, answer the following questions for yourself: is the site suitable for the game? Is there enough space? Is there enough lighting for the game to play well and safely? Will everyone participate, and is the chosen game appropriate for the number of children in the group?

Important points for games

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

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

Prepare in advance necessary details and bring it to the venue.

Take care of discipline before and on time when explaining the rules of the game.

It is better if, after the explanation, several guys show what needs to be done. Visual perception is always better than verbal description.

Mainly use mass games. Plan special tasks for those who, for some reason, cannot actively participate in the game.

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

Always have a few more games “in reserve” just in case of unforeseen circumstances, for example, rain, broken props, lack of interest in children, etc.

Check out various forms conducting games: in a circle, relay race in a circle, etc. Think in advance about how the squad will change from one form of game organization to another.

Consider the environment when instructing children. They don't have to feel any discomfort so they can fully concentrate on preparing for the game.

If there are supposed winners in the game, be sure to pay attention to announcing and congratulating them. Recognition and praise are always pleasant. There is no need to concentrate too much on this. Guys have to learn and win and lose.

Be passionate about what is happening!

You should not teach more than one game at a time.

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

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

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

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

Create more teams, groups and involve them in games. Encourage everyone present to get active so they don't stand on the sidelines.

Conclusion

The successful implementation of the game largely depends on the successful distribution of roles, so it is important to take into account the characteristics of children. Shy, sedentary people cannot always cope with a responsible role, but they must be gradually brought to this; on the other hand, you cannot always assign responsible roles to the same children; it is advisable that everyone knows how to fulfill these roles.
Entering into a role develops in children the ability to imagine themselves in the place of another, to mentally transform into them, and allows them to experience feelings that may be inaccessible in ordinary life situations. Yes, in the game "Firefighters in training" children imagine themselves as brave, dexterous, courageous people, not afraid of difficulties, ready to sacrifice themselves to save others.

Since play involves active movement, and movement involves hands-on exploration of the real world, play provides continuous exploration and a constant flow of new information.
Thus, outdoor play is a natural form of social self-expression of the individual and creative exploration of the world.

An important role in the development of children’s creative activity is played by involving them in creating variants of games and complicating the rules. At first, the leading role in varying games belongs to the teacher, but gradually children are given more and more independence. Using the method of creative tasks, the teacher gradually leads children to inventing outdoor games and organizing them independently.

Children of all ages have a great need for play, and it is very important to use outdoor play not only to improve motor skills, but also to develop all aspects of the child’s personality. A well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.

List of used literature

1. Koneeva E.V. Children's outdoor games. – M.: Phoenix, 2006.- 251 p.

2. Grizhenya V.E. Organization and methodological techniques conducting classes on outdoor games at universities and schools. Educational and methodological manual. – M.: Academy, 2005. - 40 s.

3. Zheleznyak Yu.D., Portnov Yu.N. Sports games. - M. Academy, 2001. - 310 p.

4. Zheleznyak Yu.D., Minbulatov V.N. Theory and methodology of teaching the subject

« Physical culture" - M.: Academy, 2004.-272 p.

5. Lyakh V.I., Vilensky M.Ya. Methodology physical education students

10-11 grades. – M.: Education, 2002. – 125 p.

6. Minyaeva S., Outdoor games at home and on the street. From 2 to 14 years. – M.: Iris-Press, 2008. – 208 p.

7. Babenkova E.A., Paranicheva T.M., Outdoor games for a walk. - M.: Sfera, 2011. – 96 p.

Galina Volkova
Organization and conduct of outdoor games in kindergarten

A large place in the life of a child - preschooler is occupied by games. (N.K. Krupskaya noted that “Play for them is study, play for them is work, play for them is a serious form of education.”

Movable game is one of important means, comprehensive development of children. It provides physical, mental, moral, and aesthetic education. Active motor activity of a gaming nature and the effects caused by it positive emotions enhance all physiological processes in body, improve the work of everyone organs and also develops physical qualities (speed, agility, accuracy, flexibility). The game promotes the development of mutual assistance, collectivism, honesty, discipline, and promotes the development of strong-willed qualities (restraint, courage, determination, the ability to cope with negative emotions). IN mobile In games, the child is given the right to decide for himself how to act in a given situation, to make his own choice to achieve a particular goal. Games help to expand and deepen their understanding of the world around them and satisfy their curiosity. The game is a way of splashing out accumulated energy, gaining new sensations, as well as a way of self-affirmation, etc.

Outdoor games are divided into 2 groups:

Elementary - plot, plotless, fun games.

Difficult ones - football, towns, volleyball, etc.

Plot outdoor games are mainly played collectively. The actions of children in them are closely interconnected. Usually the main group portrays, for example, birds, bunnies, and one child becomes the performer of a responsible role - a wolf, a fox, a cat. The activity of the child playing the role of a wolf encourages all participants games move faster, more energetic. At carrying out plot activities games with children, you can use hats, elements of costumes, the costumes themselves, emphasizing the features characters: cat, bear, wolf, rooster, etc. For other children taking part in the game as mice, birds, chickens, hats are not required. But if the game be carried out at a festive matinee or leisure evening, then hats can be put on all children to create a certain festive mood in them.

Plotless outdoor games are based on simple movements, there are no images in them, game actions are associated with the performance of a specific motor task.

Plotless games like"traps", the dashes are very close to the plot ones - they just do not contain images that children imitate; all other components are the same same: the presence of rules, responsible roles, interconnected game actions of all participants. These games, as well as the plot ones, are based on simple movements, most often running combined with catching and hiding.

It should be noted that plotless games They require from children more independence than plot-based ones, speed and dexterity of movements, and better orientation in space. IN storyless games"Skittles", "Ring Throw", "Ball School" children perform difficult movement: throwing, throwing-catching. Children preschool age They are good at such movements. Such movements are used in game exercises “Hit the goal”, “Toss it high”, etc. By practicing these actions, children gradually master the skills and abilities to operate with various objects (balls, spheres, rings) etc. They develop an eye, coordination of movements, and dexterity.

Games-fun and attractions can be used for holidays, entertainment, or just to play during the day. The purpose of these games is to create a cheerful, joyful mood.

To complex mobile games include a variety of sports games: football, basketball, hockey, etc. Elements play a major role in the comprehensive physical education of preschool children sports games. They are selected taking into account the age, health status, individual inclinations and interests of the child. They use only some elements of sports game technology that are accessible and useful to preschool children. Based on these elements learned by children, there can be games are organized, which are carried out according to simplified rules.

Sports games strengthen large muscle groups, develop psychophysical quality: strength, speed, agility, endurance. In sports games, the child’s mental activity and spatial orientation increase, intelligence and quick thinking develop, and awareness occurs. own actions. The child learns to coordinate his actions with the actions of his comrades; he develops restraint, self-control, responsibility, will and determination; His sensorimotor experience is enriched, creativity develops. Outdoor games with elements of sports games require special preparation the child’s body to carry them out. For this purpose in kindergarten only those should be used games, which will give children the opportunity to quickly master the elements of sports games. To this end, the greatest attention should be paid to ball games. In these games, children will master the skills of catching, throwing, and throwing. Children should be taught games with elements of sports games gradually, moving from simple to complex. Training should begin with learning common techniques that are similar to a number of games. When learning the elementary techniques of sports games, the greatest love (especially boys) enjoys the game of small towns, as well as games with a ball such as basketball, badminton,

Methodology conducting outdoor games:

1. Selection of games. Games are selected in accordance with the objectives of education. From the selection of gaming material, which determines many factors - these are the age characteristics of children, their development, physical fitness, the number of children and conditions holding the game; when choosing games you need to take into account the form of classes (occupation or holiday). Time is limited in class, during holidays mass games and attractions are held, in which children can take part of different ages. Choice games directly depends on its location carrying out(hall, open area, winter games) . At conducting the game outdoors, it is necessary to take into account the weather conditions. Choice games also depends on the availability of benefits and equipment. Due to the lack of a component inventory and unsuccessful replacement of it, the game may be upset. Inventory must be prepared. Inventory should be colorful, bright, and noticeable in the game. An adult must prepare the environment and first think through the moments in the game that will arouse children’s interest.

2. Gathering children for the game. Children need entice:

First of all, you need to create an interest in the game in children. Then they will better understand its rules, perform movements more clearly, and experience emotional uplift. You can, for example, read poetry, sing a song on a relevant topic, show children objects and toys that they will encounter in the game. Let down You can often get started with the game by asking questions and asking riddles. In particular, you can ask: “What did you draw today?” Children, for example, will answer: "Spring, the arrival of birds". “Very good,” says the teacher. Today we will play a game "Migration of Birds". Children of the younger group can be shown a flag, a bunny, a bear and then ask: “Would you like to play with them?” It also gives good results short story, read or told by the teacher immediately before the game.

3. Explanation games.

It should be short, understandable, interesting and emotional.

IN junior groups The teacher places the children in a circle. The explanation is made during the games. The teacher himself places and moves the children, tells them how to act, accompanied by a show(“how a bunny jumps, "a car is leaving"). There is no need to specifically learn the text; children will learn it as they go. games. The teacher takes upon himself to play the main role, and then, when the kids get used to the game, he entrusts this role to the children themselves.

In older groups, children are placed in a line, semicircle, flock and the explanation is already sequential: Name games, content, emphasize the rules, distribute roles, distribute attributes, place the players and begin game actions.

If the game is complex, there is no need to give a detailed explanation, but it is better to do So: first explain the most important thing, and then in the process games, supplement the main story with specific details. When repeated conducting rules are being clarified.

If the game is familiar, you can involve the children themselves in the explanation or remember certain important points.

4. Distribution of roles

Successful playing the game largely depends on the successful distribution of roles, so it is important to take into account the features children: shy, sedentary cannot always cope with a responsible role, but let down they are gradually brought to this; on the other hand, you cannot always assign responsible roles to the same children; it is advisable that everyone be able to fulfill these roles.

In games with children younger age The teacher first takes on the main role (for example, a cat in a game "Sparrows and the cat"). And only then, when the kids get used to the game, does he assign this role to the children themselves.

In the older group, the game is first explained, then roles are assigned and the children are placed. If the game held for the first time, then the teacher does this, and then the players themselves.

5. Guide during games.

The children's play activities are supervised by the teacher. Its role depends on the character itself games, on the size and age of the group, on behavior participants: the younger the children are, the more active the teacher is. When playing with younger children, he acts with them, often playing the main role. In the middle and senior groups, the teacher first also plays the main role himself, and then passes it on to the children. He participates in the game even when there is not enough bunk ( "Find yourself a mate") The teacher's direct participation in the game raises interest in it and makes it more emotional.

The teacher gives instructions as during games, and before its repetition, evaluates the actions and behavior of children. However, you should not abuse instructions on incorrect execution. movements: remarks can reduce the positive emotions that arise in the process games. It is better to give instructions in a positive form, maintaining a joyful mood, encouraging determination, dexterity, resourcefulness, initiative - all this makes children want to follow the rules exactly games. The teacher monitors the children’s actions and does not allow long-term static poses (squatting, standing on one leg, raising their arms forward, upward, which cause narrowing of the difficult cell and poor circulation, monitors general condition and the well-being of each child.

The teacher regulates physical activity, which should increase gradually. The load can be increased by changing the tempo of the movements.

6. End games, summing up.

Summing up the game should take place in interesting form to make you want to achieve even better results next time.

Taking into account the individual characteristics of children

In every age group there are at least three types of children who behave differently during any activity, including play, and accordingly require different approaches.

Children of the first type are very active, mobile, and prone to strong excitement. They willingly accept any new game, are enthusiastically involved in it and strive to take an active role. For such children, the most difficult thing is to follow the rules that restrain their spontaneous activity: wait for their turn, not move until a certain signal, give up the main role or an attractive object to others. They often do not pay attention to their peers and are busy demonstrating their own capabilities.

With children of this group, you can organize games in which you need to perform actions that are quite complex for a preschooler (“Turtle Traveler”) or perform simple actions, the accuracy and accuracy of which will determine the result of the game (“Water Carrier”, “Towns”). When playing games, it is necessary to show preschoolers the importance of following the rules and try to ensure that they receive satisfaction from their implementation.

Children of the second type are more timid and cautious. They usually do not immediately understand the essence of the game and are not too willing to switch to an activity that is new to them. At first, they remain tense and watch the actions of their peers without interest. Under no circumstances should such a child be forced to take on an active role until he is ready for this. Watching the game and first taking a passive part in it, he gradually becomes infected with an interest in the game from adults and peers and after a while begins to take the initiative himself. Of course, this becomes possible with the support and approval (but in no case coercion!) of the teacher.

These children will find games with simple actions, in which the result depends on concentration and dexterity (“Towns”, “Fisherman and the Fishes”), on attention (“Vodyanoy”).

To interest children, instead of the usual words “And now we will play ...”, you can “draw” a vivid picture of the upcoming action. Sometimes it is useful to play on children’s pride by expressing doubts about their strength and dexterity (but at the end of the game, do not forget to admit the fallacy of your doubts, praising the courage, speed and accuracy of each child’s movements).

As a result, a child’s sense of self goes through several stages: “I want, but I’m afraid”; “I’ll try and maybe it will work”; “I did it! I want to try again"; “The teacher praised me, which means I did really well”; “I want to play other games, in case I win”; “I won, which means I can do a lot! I will succeed!”

Children of the third type are lethargic, passive, they cannot act on an equal basis with their peers. Even when the game is repeated many times, due to fear of their ineptitude, they fail to complete the task.

Such children need personal contact with an adult, his attention and encouragement. Collective outdoor play with them is not effective. For the normal mental and personal development of these children, they must first be included in games with two or three slow children, and then add one or two more active peers to this gaming community. In the future, we should not complicate the content of games, but gradually increase their pace.

As a rule, such children have low self-esteem and the teacher will need more time for the child’s sense of self to move from the thought “I want, but I’m afraid to the conscious confidence “I can!” I can do it!”

The games “Squirrel with Nuts”, “Cuttlefish”, “Towns” are the most suitable for preschoolers in this group, since they do not contain complex actions and do not require special dexterity.

Conversation about the perception of victory and defeat

In outdoor games, peers enter into complex relationships in which moments of mutual support and competition are intertwined. At the same time, on the one hand, the child wants to “be like everyone else,” and on the other, “better than everyone else.” The desire to “be” as children develop, the need for recognition “to be better than everyone else” is manifested in the desire to win.

In their quest to win, children may encounter difficulties and setbacks. This will lead to disappointment and cause negative emotions. Therefore, it is advisable to have several conversations with preschoolers on the topic “Today is a loser, tomorrow is a winner.” The purpose of such conversations is to bring children to the conclusion: “It is impossible to win without risking losing!” You can talk about some athletes and famous people who, before becoming famous, experienced the bitterness of defeat.

Creating a Success Situation

The desire to “be better than everyone else” is a motive for achieving success, one of the conditions for the development of will and the ability to realize one’s strengths and weaknesses. To raise the level of children's aspirations, it is sometimes necessary to resort to purposefully creating a situation of success: starting with simple games where everyone can win. This will allow you to gain self-confidence and become more active in activities and communication.

The success of preschoolers in outdoor games is important for them great value, which is confirmed by many teachers. “Success inspires a child, contributes to the development of his initiative... subsequently ensures the formation of the character of a fighter who believes in his own strength” (Yu.E. Lukoyanov).

A gradual transition to outdoor games, where individual results are important

The goal of the first stage is motivational: children receive pleasure from the process of outdoor play and strengthen the desire to participate in it. Games such as “Vodyanoy”, “Squirrel with Nuts”, “Cuttlefish”, “Towns” will contribute to achieving this goal.

The goal of the second stage is functional, it is associated with following the rules of the game, mastering new movements, roles, developing dexterity and speed of movements. It is very important to first offer children familiar ones (“Fisherman and the Fishes”, “Towns”) or new, but simple outdoor games, or organize team competitions (games like “Water Carrier”), in which defeat is not perceived as a personal failure.

The goal of the third stage is competitive: the child must achieve positive results. After many children feel that if they concentrate and try, they can win, it is advisable to introduce additional rules that complicate the game and the path to victory, or select games that require high precision of movements, greater flexibility, dexterity, and intelligence. The more difficult the game, the more joy it brings to victory in a fair fight.

Various games can be part of team or individual competitions. For example, a combination of the games “Vodyanoy” and “Water Carrier” will make up the stages of the “Water Relay Race”, and the games “Squirrel with Nuts” (jumping with a ball), “Gorodki” (throwing), “Cuttlefish” (running on all fours) and “Turtle” traveler" (coordination of movements) will be included in "Fun Starts".

Compliance with the rules of the game

To help each child take a worthy place in the team, overcome uncertainty, and create a desire to play not only a secondary, but also a major role in the game, it is useful to introduce rules of behavior:

every child has the right to participate in the game;

those wishing to play must jointly agree on what they will play;

the leader is chosen by the children with the general consent of all participants in the game;

when discussing candidates, it is necessary to explain why this particular child is chosen (the role of the leader must be earned);

children must decide for themselves controversial issues, finish the game in an organized manner;

if one of the participants does not want to play anymore, he must tell his fellow players and the host about the reason for his departure;

all participants in the game are obliged to treat each other with respect, take into account the opinions of their comrades, and be demanding of those who break the rules;

both the leader and other children have the right to give advice and expand the content of the game with the general consent of all participants.

By assessing the actions of peers and their mistakes in the game together with an adult, the child not only better understands the rules, but also begins to realize his own mistakes. By playing fairly, that is, according to the rules, children win the approval of an adult, the recognition and respect of their peers.

Pedagogically competent distribution of roles

One of the important moments in children's games is the distribution of roles. Many outdoor games require captains and drivers, that is, team roles. Gaming practice has accumulated many democratic examples of the distribution of roles, such as drawing lots, counting cards, throwing dice with numbers, etc.

What is important for a teacher when assigning roles?

- Help non-authoritative people strengthen their authority; inactive - be active; undisciplined - become organized; for newcomers or children who shy away from their peers, make friends with everyone.
- Explain the importance of not only team roles, but also secondary roles.
- Provide for the active participation of children in the game: a child will leave the game if he has nothing to do.
- Do not use negative roles in the game.

Playground equipment and facilities

The place for the game must correspond to its content, the number of players and be safe for children.

In an outdoor game, as in big sports, the result sometimes depends not only on one’s own efforts, but also on external factors: random circumstances, weather conditions. If a child tries to win and feels that he has every chance to do so, then a loss due to the intervention of strangers, puddles, holes and other obstacles is perceived by him as a tragedy and can harm him. emotional state. This implies a pedagogical requirement: the more significant for a child a victory in a relay race or any game where the winners are determined at the end, the more carefully the conditions for the game should be thought through and the sports equipment selected.

The teacher himself should not interrupt children during play without a serious reason.

Thus, outdoor games can be perceived as everyday children's fun that satisfies the body's need for movement, joint activities and joyful emotions, but can be considered as pedagogical tool not only physical, but also social development of preschool children. It’s all about knowledge of the methodological and psychological-pedagogical aspects of managing outdoor games and the teacher’s interest in developing socially significant qualities in preschoolers: courage, confidence, ingenuity, mutual assistance, self-control and adequate self-esteem, the ability to survive defeat and achieve victory.

The listed qualities will help the child feel comfortable not only in a familiar group of peers, but also in a new school team, where educational activities will come first, which also requires intelligence, confidence in knowledge, self-control, patience, the ability to take risks and overcome difficulties.

Organization of outdoor games.

In pedagogical practice, social life and everyday life, there are two main forms of organizing outdoor games: lesson and extracurricular. Lesson The form of outdoor games involves the direct leadership role of the teacher, regularity of classes with a constant composition of participants, regulated content and volume of game material and its relationship with the organization, content and methodology of the educational process in which this game is included. Outdoor games related to extracurricular the form of classes, imply a large role of organizers, leaders from among the children themselves; They are organized, as a rule, sporadically, the composition of the participants may change, and the games vary in content and volume of game material. The time allocated for outdoor games in the motor mode of schoolchildren depends on the age, class in which the children study, on the year-round training schedule and other types of activities and recreation. As already mentioned, in the lesson form of outdoor games, the leading role is played by the leader, who decides next tasks: 1) health, 2) educational, 3) educational. There is also another group of games used for physical education - a group of sports games. Sports games are the highest level of development of outdoor games. They differ from mobile ones by uniform rules that determine the composition of participants, the size and layout of the site, the duration of the game, equipment and inventory, etc., which allows for competitions of various sizes. Competitions in sports games have the nature of wrestling and require great physical stress and volitional efforts from the participants.

PREPARATION FOR THE GAME.

Preparation for the game is especially important in cases where the game is offered for the first time and the teacher is not able to foresee all situations that may arise during its course. Preparation consists of choosing a game, preparing the site for the game, preparing equipment for the game, and preliminary analysis of the game.

The choice of game primarily depends on the general objectives of the lesson, when setting which the main criteria are the age characteristics of the children, their development, physical fitness, and the number of students. When choosing a game, you must take into account the form of the activity (lesson, recess, holiday, walk). Lesson and recess are limited in time; the tasks and content of games during recess are different from those in the lesson; The festival mainly uses mass games and attractions, in which children of different ages and different physical fitness can take part. The choice of game directly depends on the location where it is played. In a small narrow hall or in the corridor, games are played with linear construction, games in which participants take turns. In a large gym or on a playground, it is good to play games with running in all directions, throwing large and small balls, and with elements of sports games. During walks and excursions outside the city, local games are used. In winter, games on skis, skates, sleighs, and games with snow buildings are held on the site. When organizing outdoor games, you need to take into account the weather conditions (especially in winter). If the air temperature is low, a game with active actions of the participants is selected. You cannot use games in which you have to stand for a long time, waiting for your turn. Sedentary games, in which participants take turns performing a game task, are good in hot weather. The availability of manuals and equipment also influences the choice of game. Due to the lack of appropriate equipment or failure to replace it, the game may not take place.Preparing the playing area. If outdoor play is carried out outdoors, then you need to remove the turf or select a flat green area (especially for children of primary school age) that does not require this. The shape of the site is preferably rectangular, at least 8 m wide and 12 m long. Several benches can be placed at a distance of 2 m from the field. The area is limited by the front (short) and side lines; a transverse line is drawn dividing it in half. You can place flags at the corners of the site by making excavations in the ground. It is permissible to place flags along the side border at the intersection of the center line. It is customary to mark the lines with chalk paint; on a grass area along the lines, you can lightly cut the turf to create a 2-3 cm groove. Boundary lines are drawn no closer than 3 m from a fence, wall or other objects to avoid injury. A platform for winter games it is necessary to clear the snow, compact it, and build a snow rampart along the edges. For some games it is sprinkled with sand. You can make a separate area for games that are most preferred by children, which they like to play on their own. Before starting a game indoors, the leader must ensure that there are no foreign objects in the hall that interfere with the movements of the players. Sports equipment(bars, crossbar, horse, goat) must be removed to the utility room. If this is not possible, then they should be placed against a short wall and protected with benches, netting or other objects. Window glass and lamps should be covered with nets. The room should always be ventilated and the floor should be wiped with a damp cloth. If the leader plans to play a game on the ground, he gets to know it well in advance and marks the boundaries for the game. Places for games are prepared by students together with the leader.Inventory preparationfor outdoor games. Outdoor play must be provided with appropriate equipment. These are flags, colored headbands or vests, balls various sizes, sticks, clubs or skittles, hoops, jump ropes, etc. The equipment should be bright and noticeable in the game, which is especially important for younger schoolchildren, and its size and weight should be feasible for the players. The amount of inventory is provided in advance. The manager maintains the inventory in proper condition and systematically puts it in order. You can involve children in storing and repairing equipment. For games on lawns and winter playgrounds, you can use cones, snow, etc. Participants receive equipment or place it on the site only after the leader explains to them the rules of the game.

Preliminary analysis of the game.Before playing the game, the leader must think through the game process and foresee all possible situations that arise during the game. It is especially necessary to anticipate and prevent possible adverse events. The leader, who knows the given group of players well, preliminarily outlines the roles of the players and thinks through how to involve weak and passive players in the game. For some games, he selects his assistants in advance, determines their functions and, if necessary, gives them the opportunity to prepare (for example, in local games). The assistants are the first to become acquainted with the rules of the game and the place where it will be held.

1. Get acquainted with the requirements and rules of the game that the children will play. Prepare everything necessary equipment and materials before it starts.

2. Take into account the level of development of children, their talents, skills and inabilities.

3. Offer only those games that are accessible to this age group, corresponding to the height of children, their strength, and life experience. Skillfully remove participants from a game that is difficult for them.

4. Avoid overenthusiasm (overexcitement) among those playing.

5. Be ready to participate in the game as an ordinary player, obey all the rules, including those that seem to belittle the dignity of an adult.

6. Help children who are not quite as competent or as coordinated as their peers by assigning them tasks or opportunities to perform exercises based on the dexterity they have. A child with a handicap may enjoy being the timekeeper, scorekeeper, or referee in a game in which he is unable to participate. Ignore the mistakes of some children or carefully correct them without interrupting the game. Do not reprimand children in front of others if they have broken the rules or made a mistake in the game.

7. Explain the rules of each game in time and allow children one or more practice once before the active game begins. Have a number of alternative games and necessary equipment prepared in advance if the children do not approve of the first game proposed by the leader.

8. Give children rest between games in accordance with their age and abilities.

9. Choose games taking into account the possibility of complicating them: start with the simplest ones, practice, gradually complicate them as the children’s dexterity improves.

METHOD OF ORGANIZING PLAYERS.

1. Placement of players and the place of the leader when explaining the game.

Before starting to explain the game, it is necessary to place the participants in such a way that they can clearly see the leader and hear his story. It is best to line up the players in the starting position from which they will start the game.

If the game is played in a circle, then the explanation takes place in the same circular formation. The leader takes a place not in the center, but in a row of players or, if there are a large number of players, slightly ahead of them. You cannot stand in the center of the circle, since then half of the players will be behind the leader. If the players are divided into two teams and lined up against each other at a great distance (“Challenge”), then for an explanation it is necessary to bring the teams closer together, and then give the command to retreat to the borders of the “houses”. In this case, the leader, explaining the game, stands between the players in the middle of the court, at the side border, and addresses first one or the other team. If the game begins with scattered movement, you can line up the players when there are few of them, or group them near you, but so that everyone can clearly see and hear the leader. It should be remembered that the presentation of the game must be accompanied by a demonstration. Visualization helps to better understand the game, and after the explanation the participants do not have any questions. When explaining the game, you should not place children facing the sun (they will not see the leader well) or the windows (they may look out the window and get distracted). The leader should stand in a visible place, sideways or, in extreme cases, facing the light, but so as to see all the participants and control their behavior.

2. Explanation of the game.

The correct explanation of the game greatly influences its success. As already mentioned, before starting the game, the leader must clearly imagine its content, first analyze it, and only then begin to explain.

The story should be brief: a drawn-out explanation can interfere with the perception of the game. The exception is games in the lower grades, which can be explained in a fabulous, exciting way. The story must be logical and consistent. Any game should be explained approximately according to this scheme:

a) the name of the game (you can say for what purpose the game is played);

b) the roles of the players and their location on the court;

d) the goal of the game;

d) rules of the game.

The explanation of the game ends with answers to questions from the players. You should answer loudly, addressing everyone. When talking about the progress of the game, the leader will undoubtedly touch on the rules, but at the end of the story it is necessary to once again focus on them so that the children remember them better. The story should not be monotonous; it is advisable to highlight important game moments with your voice. Complex terms should not be used in the story, and new concepts should be explained. The leader must pay attention to the mood of the students: if they are distracted, it is necessary to shorten the explanation or revive it. The content of the game is explained in detail only when students play it for the first time. When repeating the game, you should only recall the main content and explain additional rules and techniques.

3. Identification of drivers.

There is a tendency among many game organizers and presenters to appoint a team captain or allow teams to make their own choices. But, firstly, in the case of an appointment, children suspect the presence of favorites, regardless of whether this is fair or not, and, secondly, teams can choose a leader because he is the strongest in their group. Such a leader may intimidate or offend others.

The leader of the game must establish such an order so that each child takes turns leading.

You can highlight it in different ways.

A). By appointment of the manager.

b). There is a way to select a driver by lot. The draw can be made by calculation, throwing and other methods.

V). To determine the driver by lot, you can “stretch on a stick.” The participant takes the stick from below, the second player takes it higher, the third player takes it even higher, etc. The driver becomes the one who takes the stick by the upper end and holds it or covers the top of the stick with his palm. This method is applicable for 2-4 players.

G). The organizer of the game or one of the players clamps several straws (stems of grass, ribbon or twine) in his fist. All but one are the same length. He holds them in such a way that the other players cannot guess which one is shorter. Each player draws one straw. The one who draws the short one becomes either the driver, or the beginner, or the leader of one of the teams.

d). The organizer of the game, or one of the players, or the team captain holds both hands behind his back, clenched into a fist, out of sight of the free players. Other players alternately announce an even or odd number of fingers. This is how the team, the order of play, etc. are determined.

e). When drawing lots, throwing can be used. The one who throws the stick, stone, ball, etc. the furthest is the driver. This method takes a lot of time. It can be used when playing games outdoors after school hours.

and). One of the most successful ways is to select a driver according to the choice of the players. This method is good from a pedagogical point of view; it allows you to identify the collective desire of children, who usually choose the most worthy drivers.

However, this method is difficult to apply when playing with poorly organized children, since drivers are often chosen not on merit, but under pressure from stronger, more persistent children. The leader can recommend that the children choose those who run, jump, hit the target, etc. better.

h). It is fair to establish a priority in choosing a driver so that each participant plays this role. This helps develop organizational skills and activity.

And). You can assign a driver based on the results of previous games. The player who turned out to be the most dexterous, fastest, etc. in the previous game becomes the driver. Participants should be informed about this in advance so that they strive to demonstrate necessary qualities. Negative side This method is that weak and less dexterous children will not be able to play the role of driver.

4. Distribution into teams.

Distribution into teams can also be done in various ways.

A). The leader distributes players into teams at his own discretion in cases where it is necessary to create teams of equal strength. This method is most often used when conducting complex outdoor and sports games in high school. Active participation The players do not participate in compiling teams.

b). Another way to distribute players into teams is to line up students and count on the first or second; The first numbers will make up one team, the second - another. Several commands are composed in the same way.

Such a quick distribution is appropriate for a lesson, since it is limited in time, but its disadvantage is that the teams are not always equal in strength.

V). You can divide the players into teams by figure marching or calculating a moving column. There should be as many people in each row as there are teams required for the game.

This method also does not require much time, but the composition of the teams is random and often unequal in strength.

G). A collusive method of dividing teams is also used. In this case, the children choose captains, dividing into pairs (approximately equal in strength), agree who will be who, and the captains choose them by name. With this division, the teams are almost always equal in strength.

This method is very popular with children, since it itself is a kind of game. However, its disadvantage is that it cannot be used in lessons - it takes a lot of time.

d). Method of division by appointment of captains. Players choose two captains, who in turn select players for their team.

It's pretty quick way, and the teams are basically equal in strength. The negative side of this method is that captains are reluctant to take on weak players, which often leads to resentment and quarrels among the players. To avoid unpleasant situations, it is recommended not to complete the selection and divide the remaining ones by calculation. The method for appointing captains follows

use only in games with high school students who can correctly assess the players’ strengths.

5. Selecting team captains.

The role of team captains is very important: they are responsible for the behavior of the entire team as a whole and for individual players. The captain is given the right to distribute roles in the team, monitor compliance with the rules and discipline. He is the direct assistant to the manager.

Captains can be chosen by the players themselves or they can be appointed by the leader. Usually teams are first compiled and only after that captains are appointed. In the case of division into teams by choice or collusion, captains are chosen in advance.

In permanent teams, captains are periodically re-elected.

6. Allocation of assistants.

For each game, the leader selects assistants who monitor compliance with the rules, take into account the results of the game, and also distribute and arrange equipment.

The number of assistants depends on the complexity of the rules and organization of the game, the number of players and the size of the site and room. The leader announces the appointment of assistants to all players.

Depending on the complexity of the game and the tasks solved during the lessons, assistants are allocated before the players are lined up or after the game is announced and the drivers are selected.

PLACE OF ACTIVE GAMES IN PHYSICAL EDUCATION LESSONS.

Outdoor games solve such important problems as: health, educational, educational.

At proper organization classes taking into account age characteristics and physical fitness, those involved in outdoor games have a beneficial effect on the growth, development and strengthening of the musculoskeletal system, the muscular system, on the formation of correct posture in children and adolescents, and also increase functional activity body.

In this regard, outdoor games that involve various large and small muscles of the body in a variety of dynamic work become of great importance; games that increase joint mobility.

Under the influence of physical exercises used in games, all types of metabolism (carbohydrate, protein, fat and mineral) are activated. Muscle loads stimulate the functioning of the endocrine glands.

Particularly valuable in terms of health benefits is year-round outdoor games: those involved become more seasoned, and the flow of oxygen into their body increases.

The game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games helps children develop their abilities to perform actions that are important in everyday life. practical activities, in the games themselves, as well as in gymnastics, sports