23.09.2019

Outdoor games as the main means of physical education in primary school age. Outdoor games as a means of developing coordination abilities of children of primary school age with hearing impairment

Svetlana Tsymbalenko
Development of coordination abilities through outdoor games

In preschool age, along with the formation of the child’s mental qualities, the active formation of his motor skills occurs. Questions development The psychophysical qualities of a child are currently widely discussed by specialists. Quite common in scientific environment is the statement that psychophysical qualities are manifestations of a person’s motor capabilities. As a result of a systematic, purposeful process of education and training, it is possible to have a significant impact on development of these qualities.

In the process of physical education under the guidance of a teacher, the child masters motor skills and abilities in accordance with the requirements of the program for each age group.

Exercises and outdoor games, promoting the development of coordination abilities in strict sequence and with gradual complication of tasks should be included in physical education classes, independent motor activity while walking.

Many specialists dexterity and coordination movements are considered synonymous. According to definitions, agility is ability perform movements at a certain point in time with a precisely specified amplitude, and coordination - ability build integral motor acts, transform developed forms of actions and switch from one action to another, according to rapidly changing situations.

According to N. Bernstein, coordination is the ability move out of any position, i.e. ability cope with any motor task that arises.

As methodological techniques for training coordination recommended following:

Using exercises with unusual starting positions;

Mirror exercises;

Changing the speed and tempo of movements;

Varying the spatial boundaries within which the exercise is performed;

Complicating the exercises with additional movements.

Development of coordination abilities occurs on the basis of the plasticity of the nervous system, capabilities sensations and perceptions of one’s own movements and the environment. Successful performance of a motor task is determined by the accuracy of the spatial, temporal and force components of a given movement.

The child's upbringing coordination abilities associated with the ability to coordinately and consistently perform a movement. Coordination is a necessary component of any movement (running, jumping, throwing, climbing, etc.).

The best conditions for improvement coordination abilities are created in a variety of outdoor games: the child must show speed, intelligence, elusiveness, the ability to move deftly between objects, initiative in case of unexpected changes in the situation, using favorable moments for this with the help of spatial and temporal orientations.

To improve coordination It is advisable to use tasks for better performance of exercises with objects (jump rope, balls, hoops, sticks, etc.). It is useful to perform joint exercises together or in a small group with balls, hoops, poles, cords, etc. Task development agility requires a systematic change of exercises or performing them in different variations to maintain novelty and increase coordination difficulty. The more motor skills a child accumulates, the easier it is to learn new movements and improve dexterity.

In physical education and gaming activities, you can use running from complicated starting positions. (sitting, sitting on cards, standing on one knee, etc.).

Outdoor games contribute to the development of coordination. In them, when performing tasks according to a signal, the child can independently change the nature of the movement, its speed depending on changes in the situation (for example, the action of the driver when catching, catching up, etc.). The child’s correct motor reaction will be determined by the ability to quickly choose the direction and speed of a moving object. (driving) taking into account the distance and time of its approach. This requires some mobility development nervous processes and contributes to their improvement, as well as some spatial, temporal and visual assessments. All this allows the child to correctly navigate in a changing environment.

In the upbringing of preschool children, the age-related characteristics of their body are taken into account - muscle weakness, insufficient regulation by the nervous system. Therefore, the selection of dynamic exercises should include short-term speed-strength tension (various exercises in running, throwing, jumping, as well as climbing vertical and inclined stairs) and alternating different types of movements, active actions and rest.

In the process of jumping, running, throwing, the child needs develop speed and the ability to show strength - to combine the rapid execution of a movement with the concentration of neuromuscular effort, i.e., to demonstrate speed-strength qualities.

For development of these qualities, according to E. N. Vavilova, you can use jumping from a small height with a subsequent rebound up or forward; jumping onto a hill from a place, with a short run; jump up from a squat; jumping in place and moving forward; jumping over lines or sticks. When performing jumps, more attention should be paid to energetically pushing off with one or both legs, landing shallowly on legs slightly bent at the knees, and quickly straightening them.

Example outdoor games, promoting coordination, are such as "Firefighters", "The most accurate", "Collect Ribbons", "Cat and Mice", "Migration of Birds", "Don't give the ball to the driver", "From bump to bump", "Catching Butterflies" and etc.

To determine the level development of coordination abilities child, you can use diagnostic tests that can be performed in the form of control motor tasks offered to children in a playful or competitive form. They do not require additional teacher training or complex equipment to carry them out, and they also have high statistical reliability.

For diagnostics coordination abilities you can use a variety of physical exercises:

Walking and running between objects;

Obstacle running (climbing through a hoop, jumping over a bench, etc.);

Throwing at a target;

- general developmental exercises with objects.

Completion of exercises can be assessed on a five-point scale.

HERE ARE EXAMPLE TEST TASKS

Test tasks for coordination.

The teacher explains and shows the child simple things general developmental exercise. I. p. main stand. On the count of one - right hand on the belt, two - left hand on the belt, three - right hand to the right shoulder, four - left hand to the shoulder, five - right sleeve up, six - left hand up, seven, eight - clapping hands above the head. Then, in the same sequence, we lower our hands down, counting seven, eight - clapping our hands below. The exercise is performed at first at a slow pace, and then the pace increases. This exercise can be performed by marching in place, then by jumping on two legs. The child’s ability to accurately perform the exercise at a fast pace is assessed by the teacher.

The teacher shows the exercise to the right side. On the count of one, two - an extra step to the right; three, four - two claps in front of you; five, six, seven, eight - turn around yourself to the right. Then the child must perform exactly the same exercise to the left. The accuracy of execution is assessed.

A child jumps forward through a skipping rope. The teacher counts the number of jumps in 10 seconds. Two attempts are made, the best result is counted. You should choose the right jump rope so that its ends reach the child’s armpits when he stands with both feet in the middle and pulls it.

Publications on the topic:

Consultation “Development of coordination abilities in preschoolers through role-playing rhythmic gymnastics” The World Health Organization has defined health as a state of complete physical and social well-being, and not merely absence.

Development of creative abilities of preschool children using non-traditional drawing techniques“The mind of a child is at the tips of his fingers” V.I. Sukhomlinsky A child learns about the world around him and tries to display it in his activities and games.

Formation of coordination abilities in children with OHP using breathing exercises and logorhythms on fitballs It is well known that the foundations of human health are laid in childhood, therefore the essence of physical education and health work in our kindergarten.

Music is one of the brightest and most emotional forms of art, the most effective and efficient means of raising children. She helps more fully.

Introduction………………………………………………………………………………………...3

Chapter 1. Study of the problem of physical qualities in children of senior preschool age……………………………………………………………………………….5

1.1 Characteristics of outdoor play as a means and method of physical education and general development of the child………………………………………………………5

1.2 Classification of outdoor games and games with sports elements……11

1.3 Methodology for guiding outdoor games in older preschool age……………………………………………………………………………………….……..……13

Chapter 2. Diagnostics of the effectiveness of experimental work on the formation of physical qualities in preschool children through outdoor games……………………………………………………………………………………………….…. .17

2.1 Methodology for educating physical qualities in preschool children………………………………………………………………………………………...…17

2.3 Identification of the level of development of physical qualities of children, senior preschool age………………………………………………………...……20

Conclusion………………………………………………………………………………….26

Literature…………………………………………………………………………………27

Appendix………………………………………………………………………………………28

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"Outdoor play as a means of developing physical qualities in children of senior preschool age"

Games for developing speed

Who has it longer? Place the hoop on the floor with its rim, holding it with your hand on top. With a sharp, quick movement, twist the hoop with one hand around a vertical axis (like a spinning top), then release it, let it spin and catch it, preventing it from falling.

Spinning top. Sitting in the hoop, raise your legs, push energetically with your hands and try to turn around. Perform the exercise on a smooth floor.

Running in a hoop. Children sit on the floor in large hoops, legs straight, resting on the hoop. Perform side steps to the right and left at a fast pace.

Catch up with the hoop. Place the hoop on the floor with its rim, energetically push away and catch up, preventing it from falling.

EXERCISES AND GAMES WITH A STICK(75-80 cm, diameter 2.5-3 cm)

Who is most likely to reach the top?Hold the stick vertically by its lower end. Intercept alternately with one and the other hand, placing fist to fist. The one who reaches the top the fastest wins.

Rowers. Sit with your legs apart, stick at your chest. Quickly lean forward and touch your toes with the stick. Calmly straighten up, pull the stick to your chest. Repeat 8-10 times.

Propeller. Hold the stick by the middle with your right hand. Actively working with your hand, quickly turn the stick left and right, and after resting, perform the movement with your left hand.

ACTIVE GAMES AND GAMES WITH ELEMENTS OF COMPETITION

Hurry up to catch it. The players (5-6 children) stand in a small circle, each holding a ball and a pebble. After throwing the ball, you need to run out of the circle, put a pebble on the ground as far as possible from it and, returning to the circle, have time to catch the ball that bounced off the ground. Whoever manages to place the pebble the farthest without dropping the ball wins.

Complication: throw the ball, put a pebble, running out of the circle, then return, quickly catch the ball on the fly (the ball should not fall to the ground).

Take it quickly. The players stand in the middle of the court in two ranks opposite each other at a distance of 2 m. On the sides of the court at a distance of 10-15 m behind each rank, boundary lines are marked. Between each pair, a small object (cube, pebble, pine cone) is placed on the ground. Children take one of the starting positions - sitting, lying, resting on their knees. At the teacher’s signal, everyone strives to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who manages to take the item and run away with it wins.

Catch up. On one side of the playground, two children stand behind each other, with a distance of 2-3 m between them. At a signal, they run in a straight direction to the other side, the one standing behind tries to catch up with the one in front. The running distance for children 5 years old is 20 m, for children 6-7 years old - up to 30 m. The selection of children in pairs is important. If there is a large difference in the level of training, it is necessary to change the handicap - increase or decrease the distance between the players. You should not miss the educational effect and try to make sure that the less powerful child can catch up with the faster one, highlighting his efforts and successes.

Who will wind the cord faster?Two cords are tied to a tree or fence, each 2-3 m long. At the ends of the cords are smooth wooden or plastic sticks (20-25 cm long, 2.5-3 cm in diameter). Two children take sticks and walk away with them along the entire length of the cord (at the same time it is stretched). At a signal from the teacher or one of the children, they begin to rotate the stick with turns of the hand, winding the cord. The one who completes the task faster wins.

Who will reach the middle faster?. For the game, a cord 4-5 m long is used. At both ends there are sticks (20-25 cm long, 2.5-3 cm in diameter), the middle of the cord is indicated by a colored ribbon or braid. Two players take sticks and, at a signal, wind the cord. The one who reaches the middle first wins.

Relay games. Such games can be composed of different movements, mainly from those that children already know:

a) walk along the bench, crawl under the arc, run around the pin and return to your place;

b) run along a narrow path between two lines (the distance between them is 15-20 cm), jump over a stream (40-50 cm wide), run up and jump to a branch;

c) jump from circle to circle (the distance between them is 30 cm), run 5 m, jump again from circle to circle. Children of approximately equal strength compete.

Find a couple in the circle. Children stand in pairs in a circle facing the direction of movement, the driver is in the center of the circle. At the signal, the players in the inner circle walk, while those in the outer circle run. At another signal, the children in the outer circle quickly run up to anyone standing in the inner circle, hold hands and move at a walk. The driver also tries to find a mate. The one left without a partner becomes the driver.

Agility games

Swap places.

Run around the ball.

Don't touch me.

With the ball under the arc.

Go forward with the ball. Sit on the floor, hold the ball with your feet, and rest your hands on the floor behind you. Move forward with the ball (approximately at a distance of 3 m), without letting go of the ball.

ACTIVE GAMES AND EXERCISES WHILE WALKING

Swap places.There is a rope placed in a circle. Children run in pairs: one to the right, the other to the left of the rope. At the teacher’s signal, continuing to run without stopping, the children change places.

Run around the ball. Several children push the ball in a straight direction with a push of two hands and run after it, running around the ball like a snake.

Don't touch me. Pins are placed in a circle at a distance of 50-60 cm from one another. The players go in a circle to get the pins. At the signal, they turn to face the circle and jump into the middle, trying not to touch the pins.

With the ball under the arc.Crawl on all fours under an arc (height 40 cm), pushing a medicine ball with your head. The distance to the arc is 2-3 m.

Don't lose the ball. Sit on the floor with your legs crossed. Roll the ball around yourself in one direction and the other, without letting it go far from you.

Roll back. I. p.: sit down, bend over, clasp your knees with your hands, round your back. Quickly and gently roll onto your back in this position until your shoulder blades touch the floor, do not straighten your legs, keep them pressed to your body (“in a tuck”), hands clasp your knees, and return to the starting position again.

Break up - don't fall.Two children walk along the bench from different sides, having met, they separate, holding each other, and continue moving. The exercise can also be done on a rocking bridge. Children disperse in the same way or in a different way: one crawls, pulling himself up by the slats, the other passes over him along the side bars.

Appendix 6

NORTHERN LIGHTS A game of great mobility for children of senior preschool age

Tasks : development of speed and agility; strengthening spatial orientation skills, the ability to quickly respond to a signal, and perform a task in changing conditions.

Number of participants: 12-20 people.

Location: gym.

Attributes and inventory: red, blue, yellow plumes (flags, ribbons) according to the number of participants in the game; three long ribbons or cords of the same colors - visual landmarks; musical accompaniment or tambourine.

Preparing for the game: on one side of the hall there are multi-colored plumes laid out, on the opposite side - three ribbons in succession, cords of the same colors, the distance between the ribbons is 60 cm.

Game description : to the music, children run freely around the hall (you can run with tasks). At the signal (music stop), they run to the plumes, take one at a time and quickly return to the opposite side of the hall, lining up on (behind) the line corresponding to the color of the plumes and lift the plumes up. The team (by color) that lines up the fastest wins. For children 4-5 years old, you can play this game using plumes of only two colors.

Complications and Variations: increasing the number of colors; when the game is repeated, a plume of a different color is taken; when building on a colored line, complete the task: red line - sit cross-legged, yellow line - stand on “high” knees; blue line - while standing, swing the plume over your head.

MULTI-COLORED Ribbons A game of great mobility, non-plot, for children of senior preschool age

Tasks: development of speed and speed endurance, agility, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.

Attributes and inventory: ribbons on a ring.

Location

Game description: Each child is given a ribbon on a ring, which he tucks into the back of his shorts, making a ponytail. On command (whistle), the children run around the hall and try to tear off the ribbon “tail” from another player, while keeping their “tail”. You cannot hold your ribbon with your hands. The game ends on command (whistle) or when all the ribbons are torn off. The player who collects the most ribbons and keeps theirs wins.

HOMELESS COUPLES

A game of great mobility, non-story, for children of senior preschool age

Tasks: development of dexterity, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.

Attributes and inventory: hoops

Location: hall or sports ground.

Game description: Before the start of the game, the children will be divided into pairs and stand together in any hoop; you must remember your pair. At a signal from an adult or when the music starts, everyone scatters (disperses, jumps on two legs, walks in a squat, etc.) scattered around the hall, the adult removes one hoop. As soon as the signal sounds or the music ends, all pairs must connect and stand in any hoop. The couple that does not have time to take the hoop is eliminated from the game. The game continues until there is only one pair left, and that is the winner.

OBSTACLE RELAY

Primary goal. Development of speed and agility.

Organization. The group is divided into 3-4 teams, lining up in columns one at a time behind the common starting line. The interval between columns is 3 m.

The leading players of the columns each receive a baton. At 15 m in front of each column a turning stand is placed, and in the middle of the 15th segment a gymnastic hoop is placed, in the center of which a small white circle is outlined with chalk.

Carrying out. At the starting signal, the guiding players of the columns run to their turning post, having reached the hoop lying on the way, crawl through it, then put the hoop in the same place, with a white circle in the center, and run further. Having caught up with the turning post, they go around it to the left and come back, climbing through the hoop again, after which, according to the rules for passing the athletics relay, they pass the baton to the next player in their column, and they themselves stand at its end. The next player performs the same game task, passing the stick to the next participant, and so on until the last player on the team. The team that finishes the relay faster wins.

STOP!

Participants The games stand in a circle, the driver goes to the middle of the circle and throws the ball with the words: Ball up! At this time, the players try to run as far as possible from the center of the circle. The driver catches the ball and shouts Stop! Everyone must stop, and the driver, without leaving his place, throws the ball at the one who is closest to him. The stained one becomes the driver. If he misses, then he remains the driver again: he goes to the center of the circle, throws the ball up - the game continues.

Rules of the game : The driver throws the ball as high as possible. It is allowed to catch the ball from one bounce from the ground. If one of the players continued to move after the word: (Stop!), then he must take three steps towards the driver. Players, when running away from the driver, should not hide behind objects encountered along the way.

RUNNING IN A CIRCLE

The players form a circle and stand at a distance of 2 - 3 steps from each other. A line is drawn in front of the socks of the players. At the leader’s command, everyone turns to the right and begins running along the line on the outside of the circle. Everyone tries to catch up with the person running ahead. The one who is tainted leaves the game. The game ends when there are 3 - 4 players left in the circle. They are considered the winners. During the run, if the game drags on, the leader can give a signal by which the players turn around and run in the opposite direction. This is necessary so that the children do not get dizzy.

RUSSIAN FOLK GAMES WITH RUNNING

"TEA-TEA HELP"

Goal: Development of speed, agility, ability to navigate in space.

Progress of the game.

A driver is selected from among the children. Those he touches are considered caught. They stand with their legs spread wide and say “Tea, tea, help out!”

Any player can help the one caught if he gets between the legs.

"SALKA"

Goal: To develop the ability to dodge while running.

Progress of the game.

The driver runs after the children, trying to make someone dirty, saying: “I made you dirty, you are making someone else look bad!” " The new driver, catching up with one of the players, repeats the same words

"HERD"

Goal: Activation of speech activity, development of memory and reaction speed.

Progress of the game

The players choose a shepherd and a wolf; the rest are sheep. The wolf's house is in the middle of the site, and the sheep have two houses at opposite ends of the site. The sheep call loudly to the shepherd:

Shepherd, shepherd. Blow the horn!

The grass is soft. Sweet dew.

Drive the herd into the field. Take a walk in freedom!

The shepherd drives the sheep out into the meadow, they walk, run, and nibble grass. At the signal “Wolf!” the sheep run into the house - to the opposite side of the site. The shepherd stands in the way of the wolf and protects the sheep.

Everyone caught by the wolf leaves the game.

Outdoor games as a means of developing coordination abilities of children of primary school age with hearing impairment

3.1 Methodology for developing coordination abilities of children of primary school age with hearing impairment

Disturbances in auditory perception cause specific changes in the decrease in motor memory and voluntary attention, especially in students of primary and secondary school age. Many deaf schoolchildren have difficulty mastering the concepts of time measures and the relationships between units of measurement. In the studies of many scientists, it was noted that in deaf children the time of simple motor reaction is slowed down compared to hearing ones. According to scientists, hearing damage leads to a slower rate of effort and a lag in the development of motor memory, which may also be associated with some general limitations in the physical capabilities of deaf schoolchildren.

Hearing is closely related to movement. Bernstein, pointing to the relationship between the motor and auditory analyzers, emphasized that movement is corrected not only by vision, but also by hearing. Auditory signals, like visual ones, are involved in the regulation of movements. Switching off hearing from the analyzer system does not simply mean an isolated “loss” of one sensory system, but a disruption of the entire course of development of people of this category. There is a close functional interdependence between hearing impairment, speech function and the motor system. Pedagogical observations and experimental studies, confirming this position, allow us to highlight the following uniqueness of the motor sphere of deaf schoolchildren:

insufficiently precise coordination and uncertainty of movements, which manifests itself in basic motor skills;

relative slowness in mastering motor skills;

difficulty maintaining static and dynamic balance in deaf people;

relatively low level of development of spatial orientation;

slow reactivity, speed of execution of individual movements and the pace of motor activity in general;

deviations in the development of the motor sphere: fine motor skills of the hand and fingers, coordination of movements of individual parts of the body in time and space, switchability of movements, differentiation and rhythm of movements, relaxation, the totality of which characterizes violations of coordination abilities;

lag in the development of vital physical abilities, such as speed-strength, strength, endurance and others that characterize the physical fitness of children and adolescents.

The listed disorders in the motor sphere of deaf schoolchildren are interrelated and are caused by common reasons: the structure of the auditory defect, insufficiency of speech function, a reduction in the volume of incoming information, the state of the motor analyzer, the degree of functional activity of the vestibular analyzer.

The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercise can be used to develop dexterity, provided that it has elements of novelty.

The second way to develop dexterity is to increase the coordination difficulty of the exercise.

The third way is to fight irrational muscle tension, since the ability to show dexterity largely depends on the ability to relax the muscles at the right moment.

The fourth way to develop a person’s coordination is to increase his ability to maintain body balance.

To develop coordination of movements, various, gradually more complex combinations of elementary movements of the arms and legs are used: more difficult acrobatic exercises; dance movements - rhythmic walking, alternating walking and running in various combinations; complicated jumping ropes, with various additional hand movements; jumping over various obstacles; exercises with large balls - passing, throwing with catching, etc. For these purposes, games are also used that encourage students to immediately move from actions to others according to changing situations (“Tag” - 1st grade, “Hares in the garden” - 2nd grade, “Movable goal" - 3rd grade).

At the age of 7-8 years, the ability to make various, precise movements quickly improves. This is helped by throwing at a target, exercise with small balls - hitting the floor, throwing against a wall with catching, throwing and catching the ball with various additional movements; various complex manipulations with other small objects - sticks, rings, cubes, etc. With the help of these exercises, students quickly master writing and drawing techniques.

The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.

The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time.

The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, clubs, etc.), relatively simple and quite complex, performed in changed conditions, in different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), balance exercises.

Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.

To cultivate the ability to quickly and expediently rearrange motor activity in connection with a suddenly changing situation, highly effective means are outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and alpine skiing.

A special group of means consists of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, and the degree of muscle effort developed.

Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered before the skill and performed under the same constant conditions does not stimulate further development of coordination abilities.

Coordination exercises should be planned for the first half of the main part of the lesson, since they lead to fatigue.

With minor or profound hearing loss, as noted by a number of authors, children experience a significant lag in physical and motor development, and there are impaired coordination of movements compared to normally hearing children. Currently, the features of the development, training, and upbringing of such children, mainly of middle and high school age, have been studied, and not enough research has been conducted on children of primary school age. At the same time, it is precisely this age that requires close attention from teachers and scientists.

Based on an analysis of literary sources, we selected outdoor games that correspond to the age of students and are aimed at increasing the level of development of coordination abilities of children of primary school age with hearing impairment.

The main features of classes using this technique are as follows:

1. Outdoor games for each lesson are selected depending on the objectives of the lesson and the level of preparedness of the students.

2. Outdoor games are carried out in the main part of the lesson, based on the requirements of the methodology for conducting outdoor games for this age group.

3. Outdoor games were used in the following sequence. Every two months consisted of one block, which included an eight-week microcycle. It consisted of three games every two weeks (Appendix 1), so it turns out that six outdoor games should be played per month. The next two months, the second block, followed the same pattern, which amounted to six new games. The next two months, the third block, were already repeated according to the first. At the end of the third block, the final fourth began, which repeated the complex of the second block again. Which in the end of the study amounted to twelve outdoor games.

This is designed to diversify the load for those involved and so that by the time they return to the completed games, the children will have formed an idea of the material they have covered and will help bring the movements to automatism.

4. Classes are held three times a week. Two of them are in a physical education lesson, and the third is additionally organized by physical education teachers.

5. An additional focus of the classes was that each lesson focused on certain coordination abilities, in order to make it possible to cover all areas of such physical ability as coordination during the games.

3.2 Discussion of the results of the pilot study

To assess the level of general physical fitness of children with hearing impairment 7-9 years old after the experiment, the same methods were used as at the beginning of the study. After analyzing the data obtained at the beginning of the experiment, it was found that those in both the control and experimental groups had coordination abilities at the same level.

The control and experimental groups included the same 9 children as at the beginning of the experiment.

Analysis of the results showed that there were significant differences between the experimental group and the control group.

The results of the final control showed that the introduction of a complex of outdoor games into physical education classes in the experimental groups had a reliable and qualitative effect on the children’s body, which is confirmed by the data from Tables 1 and 2.

Thus, the indicators of coordination abilities of the experimental and control groups are as follows:

From Tables 1 and 2 it can be seen that the average result of the test “Shuttle run 3 x 10m” in the control group before the start of the experiment was 9.3 seconds, and at the end of the experiment - 9.2 seconds. The indicators in the experimental group were 9.3 seconds. at the beginning of the experiment and 9.1 sec. at the end of the experiment. Thus, the increase in the average result in the control group was 0.1 seconds. and in the experimental group - 0.2 seconds. This indicates that the classes conducted with children in the experimental group gave higher results than in the control group.

The average result of the “Jump to the maximum number of degrees” test before the experiment in the control group was 317.8 degrees. (Table 1) and 330.6 deg. after the experiment (Table 2). Which gave a difference between the results before and after the experiment of 12.8 degrees. In the experimental group, the increase in this indicator was 30.9 degrees. with the result before the experiment 320 degrees. and 350.9 degrees. after (Table 1 and 2).

Thus, the increase in the average result in the control group was only 12.8 degrees, while in the experimental group it was 30.9 degrees, which indicates the most effective training method in the latter group.

When assessing the level of simple reaction time (the “ruler catching” test) for the experimental period in the control group before the experiment, the result was 24 cm and 22 cm, respectively, after (Table 1 and 2). In the experimental group, this figure was 24.5 cm before the experiment and 19.2 cm after (Table 1 and 2). Thus, the increase in the average result was 2 cm in the control group, and 5.3 cm in the experimental group.

We explain this difference in results by the fact that children studying according to our method had a higher level of increase in results than children studying according to the standard method.

The average result according to the method of E.Ya. Bondarevsky (Romberg Test) also showed qualitative changes in the experimental group during the study period.

In the experimental group, the result was 20.7 s before the experiment, and 28.8 s after the experiment. With the indicators in the control group before the experiment - 20.4 s., and after - 24.6 s.

The increase in results in the experimental group at the end of the study was 8.4 seconds, while in the control group it was only 3.9 seconds, which is significantly lower than the results in the experimental group (Table 1 and 2).

"right">Table 1

Average results of tests of coordination abilities of children of primary school age before the experiment

CG - control group;

"right">Table 2

Average results of tests of coordination abilities of children of primary school age after the experiment

EG - experimental group;

CG - control group;

M - arithmetic mean value;

m - static error of average value;

p - reliability coefficient.

After analyzing the data obtained before and after the experiment in the control and experimental groups, we obtained the following research results.

In the 3x10 m shuttle run test, at the end of the experiment the difference in the results of the control and experimental groups was 0.1 s. in favor of the experimental group, whereas before the experiment the results were identical.

In the test indicators, there was a jump by the maximum number of degrees, as well as an increase in results in favor of the experimental group. The difference in results was 18.1 degrees, while before the start of the experiment it was only 2.2 degrees.

The results of the Romberg test also have a higher increase in results in the experimental group. Before the experiment, the performance of this test was higher in the control group, the difference between the data was 0.3 seconds, and after the experiment, it was already 4.2 seconds. in favor of the experimental group.

The same picture is observed in the indicators of the fourth test, simple reaction time (the “Catching a Ruler” test). Before the experiment, the difference in results was only 0.5 cm, while after the experiment it was 2.8 cm in favor of the experimental group.

Thus, we see that after the final stage of the study and processing of the results, we received a significant improvement in coordination indicators in all tests and positive dynamics are observed in both groups, where the results are reliable (p ? 0.05), but it should be noted that in The results of the control group were significantly lower than those of the experimental group.

All of the above allows us to conclude that the research hypothesis was confirmed and our method is effective.

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Outdoor games as a means of developing motor-coordination abilities of primary school students

Introduction

Currently, one of the main tasks of physical education for children of primary school age is to ensure the comprehensive physical fitness of each child, acquiring a stock of solid knowledge, abilities and motor skills necessary for a person throughout his life for work and active recreation.

The motor sphere of a schoolchild is formed by physical qualities, an arsenal of motor skills and abilities that he owns.

The development of physical qualities contributes to a targeted impact on the complex of natural properties of the children’s body, has a significant impact on improving the regulatory functions of the nervous system, helps to overcome or weaken deficiencies in physical development, motor skills, increase the overall level of performance, and improve health.

Coordination abilities are of great importance in enriching the motor experience of students. The more motor skills a student has, the higher his level of dexterity, and the faster he can master new movements. Indicators of motor abilities are the coordination complexity of movements, accuracy and time of their execution, which are mainly associated with spatial orientation and fine motor skills.

The targeted development of coordination abilities should be given significant attention in the process of physical education of schoolchildren. The level of development of coordination abilities largely depends on the manifestation of the properties of the nervous system, and especially the human sensory systems.

Physical education of children should not be reduced to muscular activity, as has traditionally been cultivated in the practice of secondary schools.

Motor activity in physical education is the basis for other types of educational work. Much can be learned in movement, in motor play activities. The use of gaming tools allows students to comprehend the “school of emotions”, model a number of interpersonal relationships, and contributes to a significant increase in the emotional background of classes.

The relevance of the topic is that there is a contradiction between the need to develop coordination abilities in younger schoolchildren and the lack of methodology. Outdoor games here act as one of the means of developing the coordination abilities of younger schoolchildren. motor coordination training game

Object of study: The process of physical education of junior schoolchildren.

Subject of research: Outdoor games as a means of developing coordination in younger schoolchildren.

Purpose of the work: to develop a methodology for using outdoor games in the development of coordination abilities of primary schoolchildren.

The study was based on the following hypothesis: the use of outdoor games will increase the level of development of students’ coordination abilities.

Job objectives:

Studying the state of the issue according to literary sources;

Development of an experimental training methodology aimed at increasing the effectiveness of the educational and training process;

Identification of the effectiveness of the applied methodology in practice by comparing test results in the control and experimental groups.

Research methods: theoretical analysis of literature on the research problem; studying and analyzing the work experience of teachers; observation, questioning, testing, survey, pedagogical experiment.

The theoretical significance of the study lies in determining the possibilities of outdoor games in increasing the effectiveness of children’s coordination abilities in physical education lessons, as well as students’ interest in physical education.

The practical significance of the study lies in the use of its results and recommendations by physical education teachers in the classroom.

Experimental part: research was carried out in Odintsovo gymnasium No. 4, primary classes. Two groups took part in the study: an experimental group (where the method of using outdoor games to develop coordination abilities was used) and a control group (which followed the school curriculum).

Research results and conclusions.

CHAPTER 1. Theoretical foundations for the development of motor-coordinating abilities in primary schoolchildren. Motor-coordination abilities and the basics of their education

1.1 The concept of motor coordination abilities

In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept of coordination - the ability of a person to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. The most important are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another.

Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups.

First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements.

Second group. Ability to maintain static (posture) and dynamic balance.

Third group. Ability to perform motor actions without excessive muscle tension (stiffness).

Coordination abilities classified in the first group depend, in particular, on the “sense of space”, “sense of time” and “muscle sense”, i.e. feelings of effort.

Coordination abilities belonging to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. Coordination abilities, which belong to the third group, can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements associated with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique.

The manifestation of coordination abilities depends on a number of factors, namely:

1) a person’s ability to accurately analyze movements;

2) activity of analyzers and especially motor activity;

3) complexity of the motor task;

4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);

5) courage and determination;

6) age;

7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc.

Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.

Thus, children 4-6 years old have a low level of coordination development and unstable coordination of symmetrical movements. Their motor skills are formed against the background of an excess of indicative, unnecessary motor reactions, and the ability to differentiate efforts is low.

At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm.

In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 years are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of the functional sensorimotor system, the achievement of the maximum level in the interaction of all analyzer systems and the completion of the formation of the basic mechanisms of voluntary movements.

At the age of 14-15 years, there is a slight decrease in spatial analysis and coordination of movements. During the period of 16-17 years, motor coordination continues to improve to the level of adults, and the differentiation of muscle efforts reaches an optimal level.

In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as particularly amenable to targeted sports training. It has been noted that boys have a higher level of development of coordination abilities with age than girls.

There are five types of coordination abilities: kinesthetic differentiation, sense of rhythm, reaction, balance, spatial orientation.

All five types of coordination abilities (CA) must be developed and improved at all stages of schooling.

How to develop coordination abilities (exercises):

1) Exercises with balls.

These exercises are an important means of developing and improving coordination abilities in younger schoolchildren, including in games. Exercises with balls of different weights and shapes have a positive effect on children’s development of a variety of skills in writing, drawing, modeling, etc. Already the first exercises in catching, passing and dribbling the ball require primary school students to develop coordination abilities. Working with balls in the classroom has a positive effect on the development of CS in children.

Learning to handle a ball of different weights and shapes can begin from the first grade, and these skills are consolidated and improved year after year.

The following exercises can be used in lessons: passing the ball from hand to hand while standing in a line (in front of the chest, behind the back); passing the ball from hand to hand while standing in a column (over the head, between the legs), throwing the ball down and catching it with both hands, throwing the ball up and catching it with both hands while standing, in a sitting position, legs apart; hitting the ball on the floor with two hands and one hand (front, right, left), followed by catching with two hands; passing and catching the ball with both hands from below the chest, from behind the head, in pairs; throwing with the right, left hand followed by catching with both hands; throwing the ball at a wall and then catching it with both hands; dribbling the ball in place, around the body, with the right and left hand while walking and running; throwing the ball over the net; relay races and outdoor games: “Ball in the basket”, “Quickly and accurately”, “Hit the hoop”, “Roll the ball”, “Pass the ball”, “Ball race in a circle”, “Get hold of the ball”, “Ball to the catcher”, "Fight for the ball."

2) Game martial arts.

Coordination abilities are well developed in martial arts games. These include outdoor games: “Cock Fight”, “Sentries and Scouts”, “Tug of War”, “Tug of War in Pairs”, “Pushing Out of the Circle”, and in high school - all sports games (basketball, volleyball, football) and etc.

3) Outdoor games.

The development of the KS is also successfully carried out in such games and relay races as: “Third is a wheel”, “Head and tail”, “Everyone is behind the leader!”, “Stay on your haunches!”, “Who is faster?”, “Tag with a ball”, “Friendly threes”, “Hidden pass”, “Relay with a gymnastic stick”, “Take the ball away after the turn!”, “Relay with jumps over bumps”, “Shuttle pass of the ball”, etc.

4) Sports games.

Sports games, more than other sports, contribute to the development of the CS, instilling in children a sense of teamwork, perseverance, determination, dedication, attention and quick thinking, and also teach children to manage their emotions and improve their basic physical qualities.

Modern sports games are complex and versatile activities. There are many similar components in the construction of technical and tactical actions.

The essence and significance of coordination abilities in movement control

The most important goals of physical education are the development of motor function and the ability to control one’s movements. Also P.F. Lesgaft, speaking about the tasks of physical education, noted the importance of “the ability to isolate individual movements, compare them with each other, consciously control them and adapt them to obstacles, overcome obstacles with the greatest possible dexterity.”

A person’s coordination abilities perform an important function in controlling his movements, namely coordination, ordering of various motor movements into a single whole in accordance with the task at hand.

The importance of developing coordination abilities is explained by four main reasons:

1. Well-developed coordination abilities are necessary prerequisites for successful learning of physical exercises. They influence the pace, type and method of mastering sports technique, as well as its further stabilization and situationally adequate varied application.

CS make movement control processes more dense and variable and help increase motor experience.

2. Only developed coordination abilities are a necessary condition for preparing children for life, work, and military service. They

contribute to the effective performance of work operations under constantly growing demands in the process of work, increase a person’s ability to control their movements.

3. Coordination abilities ensure economical expenditure of children’s energy resources and influence the quantitative amount of use of these resources, since muscle effort precisely dosed in time, space and degree of filling and optimal use of the corresponding relaxation phases lead to rational expenditure of forces.

4. A variety of exercise options necessary for the development of coordination abilities is a guarantee that monotony and monotony in classes can be avoided and the joy of participating in sports activities can be ensured.

Therefore, in addition to physical qualities, at school age it is equally important to improve the coordination abilities of children and adolescents. Moreover, this age, especially primary school age, is the most favorable in this regard.

1.2 Means of developing coordination abilities

The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.

motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time.

Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.

Special exercises to improve coordination of movements are developed taking into account the specifics of the chosen sport and profession. These are coordination exercises similar to technical and tactical actions in a given sport or labor actions.

Two groups of such means are used during sports training:

a) leading, facilitating the development of new forms of movements of a particular sport;

b) developmental, aimed directly at developing coordination abilities manifested in specific sports (for example, in basketball, special exercises in difficult conditions - catching and passing the ball to a partner when jumping over a gymnastic bench, after performing several somersaults in a row on gymnastic mats, catching the ball from a partner and throw into a basket, etc.).

Coordination exercises should be planned for the first half of the main part of the lesson, since they quickly lead to fatigue.

1.3 Outdoor games: characteristics, classification and tasks

Outdoor games are games where natural movements are used and achieving the goal does not require high physical and psychological stress.

The systematic use of outdoor games helps students master the “school of movements,” which includes the entire range of vital skills. Under their influence, all physical qualities develop more intensively. At the same time, children’s abilities to analyze and make decisions develop, which has a positive effect on the formation of thinking and mental activity in general.

When teaching schoolchildren exercises from the sections of athletics and gymnastics, outdoor games play an important role as a form of consolidation and improvement of the movements being studied.

Games are widely used in working with primary school students, where lessons and other forms of physical education are often practiced, consisting almost entirely of games. As children age, the content of games becomes more complex: they move from imitative movements to games whose content consists of various forms of running, jumping, and throwing.

At the same time, relationships between children gradually become more complicated. They are accustomed to coordinated actions, when each participant fulfills his assigned role. In middle and high schools, outdoor games are used as preparatory games, subject to the technique and tactics of sports games and other exercises in the school curriculum. Games can be held as part of a physical education lesson and in conjunction with other forms of physical education (evenings, holidays, health days, etc.) or as independent events during recess, at the place of residence, in the family, etc.

Outdoor games create good opportunities for using indirect influence techniques when children do not realize that they are being raised. However, students can be openly tasked with teaching them to behave in a certain way: to be polite, helpful. However, one of the main pedagogical tasks is to teach children to play independently.

Educational objectives:

1.Formation and improvement of vital motor skills. Schoolchildren need to develop the following five groups of motor skills:

skills and abilities with which a person moves himself in space (walking, running, swimming, skiing);

skills in controlling static postures and body positions when moving (stands, starting positions, various poses, drill exercises, etc.)

skills and abilities performs various movements with objects (balls, jump ropes, ribbons, dumbbells, sticks)

skills in controlling the movements of the arms and legs in combination with movements in other parts of the body (somersaults, flips, lifts, hangs, stops, balances);

ability to perform complex movements to overcome artificial obstacles (vault jumps, climbing, long and high jumps).

2. Formation of necessary knowledge in the field of physical culture and sports. Students should know:

conditions and rules for performing physical exercises;

the influence of physical exercise knowledge on the basic systems of the body;

rules for independent training of motor abilities;

basic techniques of self-control during physical exercise;

the role of physical education in the family, etc.

Educational tasks:

1. Fostering the need and ability to independently engage in physical exercise, consciously using it for the purposes of recreation, training, improving performance and improving health. The solution to this problem in the activities of a physical education and sports teacher involves the creation of the necessary prerequisites for students’ independent physical education activities, and this necessitates: increasing the physical education literacy of schoolchildren; stimulating positive motivation for physical education; formation of the foundations of the correct technique for performing vital motor skills; the formation of organizational and methodological skills that give the student the opportunity to correctly structure his independent lesson, dose the load, apply an adequate method of developing physical qualities, carry out simple self-control, etc.

2. Nurturing personal qualities (aesthetic, moral, promoting the development of mental processes).

Wellness tasks:

Promotion of health, promotion of normal physical development: formation of correct posture and development of various body groups, correct and timely development of all body systems and their functions, strengthening of the nervous system, activation of metabolic processes.

Ensuring the optimal harmonious development of physical qualities for each age and gender. At primary school age, it is necessary to pay attention to the comprehensive development of physical qualities, but emphasis is placed on developing coordination abilities, as well as speed of movement. In middle school age, much attention is paid to the development of speed abilities in all forms, and speed-strength training is also added, which is not associated with the maximum stress of the strength component.

Increasing the body's resistance to adverse environmental influences. Whenever possible, it is advisable to conduct physical education classes, including physical education lessons, in the fresh air and not in the gym.

Improving overall performance and instilling hygiene skills. These tasks require that schoolchildren perform physical exercises every day, take water, air, and sun treatments, follow study and rest regimes, sleep, and good nutrition. This especially applies to primary and secondary school age, since it is during this period that the most intensive development of all systems and functions of the body takes place.

Classification and content of outdoor games in relation to the tasks of developing motor qualities in the physical education program

The question of the classification of outdoor games in relation to the tasks of developing motor skills in schoolchildren is one of the most important in terms of developing pedagogical recommendations for the practical use of outdoor games in school.

Games are divided into three groups:

Non-team games. This group of games is characterized by the fact that they lack common goals for the players. In these games, children are subject to certain rules that provide for the personal interests of the player and reflect the interests of other participants.

Transitional to command. They are characterized by the fact that they lack a constant, common goal for the players and there is no need to act in the interests of others. In these games, the player, at his own discretion, can pursue his personal goals, as well as help others. It is in these games that children begin to engage in collective activities.

Team games. First of all, these games are characterized by joint activity aimed at achieving a common goal, the complete subordination of the personal interests of the players to the aspirations of their team. These games significantly improve children's health and have a beneficial effect on the development of psychophysical qualities.

Analysis of the classification of games makes it possible to highlight several areas:

1. Classification, which depends on the tasks solved during the games.

2. Games with features of the relationship between the participants.

3. Groups of games with features of organization and content.

Games that have a common idea and course, in separate groups, run in parallel. Adhering to this principle, the compilers of textbooks strive to follow the didactic principle: from simple forms to more complex ones. Therefore, they distinguish the following groups of games: musical games; running games; ball games; games to develop strength and dexterity; games for developing mental abilities; water games; winter Games; area games; indoor games.

Based on the specific conditions of holding competitions in complexes of outdoor games among schoolchildren, E.M. Geller offers a unique classification. It was created based on the following characteristic features:

1. Motor activity of participants.

2. Organizations of players.

3. Predominant manifestation of motor qualities.

4. Predominant type of movements.

Based on the above, it is clear that the existing classifications are diverse and differ from each other. Therefore, it is very difficult to systematize games so that the games of one group are strictly distinguished from the games of another group. At the same time, groups must be interconnected and interdependent. Therefore, one cannot talk about the advantage of one group over another. It should be noted that of the classifications discussed above, the ones that attract the most attention are those of V.G. Yakovlev and E.M. Geller.

The existing analysis of classifications of games in the process of developing motor qualities during physical education classes for schoolchildren made it possible to develop a grouping of games in accordance with the assigned tasks. The grouping was based on the principle of the predominant influence of games on the development of motor qualities in combination with the formation of basic motor qualities. Outdoor games are based on physical exercises, during which participants overcome various obstacles and strive to achieve a certain, pre-set goal. Games are an effective means of physical education, active recreation, and improve health. Outdoor games help develop willpower, perseverance in overcoming difficulties, and teach children mutual assistance, honesty and truthfulness.

Based on modern ideas about the ways and methods of developing motor qualities in students, it is assumed that a fairly high effect can be achieved by using a certain range of special physical exercises, outdoor games with the so-called “predominant focus.” Outdoor games are aimed at developing motor qualities, so the degree of predominant focus is determined by the nature of the exercises.

An analysis of the literature has shown that outdoor games act as an effective means of physical training, contributing to the development of physical qualities.

The importance of outdoor games when working with children of primary school age

In lessons in grades 1-4, outdoor games occupy a leading place. This is explained by the need to satisfy the greater need for movement characteristic of young children. Children grow, they develop the most important systems and functions of the body.

Children learn activities such as running, crawling, balance, crawling, rhythmic walking, and jumping better through games. They more easily perceive movements that are simplified into concrete, understandable images.

Children of this age have very little motor experience, therefore, at first it is recommended to play simple games of a plot nature with basic rules and a simple structure. It is necessary to move from simple games to more complex ones, which gradually increases the requirement for the coordination of movements, the behavior of the players, and the manifestation of initiative by each participant in the game.

In 1st grade, from the beginning of the school year, it is not recommended to play team games. With the acquisition of motor experience and with the increase in children's interest in collective activities, games with elements of competition in pairs (running, hoop racing, jumping rope, rolling a ball) can be included in the lesson. In the future, you should divide the children into several groups and conduct competitive games with them such as relay races with various simple tasks.

Children in grades 1-4 are very active. They all want to be drivers without taking into account their capabilities. Therefore, drivers must be assigned to these classes in accordance with their abilities or selected by calculation to a conditional number.

For the development of inhibitory functions, the signals given in the game are of great importance. For students in grades 1-3, it is recommended to mainly give verbal signals that contribute to the development of the second signaling system, which is still very imperfect at this age.

Each lesson includes games related to the general objective of the lesson. In the main part, to develop speed and dexterity, games are most often played - dashes ("Octobers", "Two Frosts", "Wolf in the Ditch"), in which children, after a fast run with dodging, jumping, and jumping, can rest.

Games with rhythmic walking and additional gymnastic movements, requiring the players to be organized and pay attention to the coordination of movements, contribute to overall physical development. It is better to include them in the preparatory and final parts of the lesson (“Who approached?”, “Ball for the neighbor,” “Guess whose voice,” “Forbidden movement”).

Some lessons in grades 1-4 may consist entirely of a variety of outdoor games. A game-based lesson requires participants to have some gaming skills and organized behavior. This lesson includes 2-3 games familiar to children, and 1-2 new ones.

A methodically correctly conducted lesson has great educational value, but its educational value is often not sufficient, since in games it is difficult to monitor the correct formation of skills in each participant.

It is recommended to conduct game lessons at the end of each quarter before the holidays (mainly in 1st grade) in order to establish how much students have mastered the basic movements covered in the quarter, check their overall organization and discipline in the game, determine how they have mastered the completed games, and advise conduct them yourself.

Hygienic and health value of outdoor games

Outdoor games have a hygienic and health-improving value only if classes are organized correctly, taking into account age characteristics and physical fitness, which are protected by the main content; outdoor games are a variety of movements and actions of the players. With proper guidance, they have a beneficial effect on the cardiovascular, muscular, respiratory and other systems of the body. Outdoor games increase functional activity, involve large and small muscles of the body in a variety of dynamic work, and increase joint mobility. Of great health value is conducting outdoor games in the fresh air, both in winter and summer. Promotes the hardening of children under the influence of physical exercises used in outdoor games. Muscular work stimulates the functions of the endocrine glands. Games should have a beneficial effect on the nervous system of children. This is achieved through optimal loads, as well as organizing the game in a way that evokes positive emotions. The use of outdoor games compensates for the lack of physical activity. When physical development in children is delayed, it is necessary to use outdoor games that contribute to the health of the body and increase the overall level of physical development. Outdoor games are used for medicinal purposes in restoring health (in hospitals and sanatoriums). This is facilitated by the functional and emotional uplift that occurs during the game.

Educational value of outdoor games

Play is the first activity, which plays a large role in the formation of personality; a child develops through play. The game promotes the comprehensive development of the child, develops observation and the ability to analyze and generalize. Games related in motor structure to individual sports are of educational importance. They are aimed at improving the consolidation of various technical and tactical techniques and skills. Outdoor games (in pioneer camps, at recreation centers, on hikes, on excursions) are of great educational importance. Games on the ground contribute to the formation of the necessary skills: a tourist, a scout, a pathfinder. Familiarizing students with folk games is of great educational importance. Outdoor games contribute to the development of organizational skills, roles: “driver, scorekeeper, assistant referee, etc.” Competitions in outdoor games introduce the rules and organization of competitions, and help children independently conduct competitions.

Educational value of outdoor games

Great importance in the development of physical qualities (speed, flexibility, strength, endurance, agility.). In outdoor games, physical qualities are developed in a complex way: speed, running away quickly, catching up, overtaking, instantly reacting to sound, visual signals. The changing environment of the game requires a quick transition from one action to another. The power of the game with a speed-strength orientation. Endurance: games involving frequent repetitions of intense movements with continuous motor activity associated with a significant expenditure of strength and energy. The flexibility of the game is associated with a particular change in the directions of movements. Outdoor games are of great importance in the moral education of a child. Outdoor games are collective in nature, developing a sense of camaraderie and responsibility for each other’s actions. The rules of the game contribute to the development of conscious discipline, honesty, and endurance. Creative imagination, which develops in role-playing games, plays an important role; the plot content of the game with musical accompaniment contributes to the development of musicality.

1.4 Anatomical and physiological characteristics of children of primary school age

One of the cornerstones of the school reform carried out in the country is to improve the efficiency of education and training based on taking into account the age-related characteristics of the student’s body. The correct solution to the issues of organization and methodology of conducting classes, choice of means, rationing of physical activity, optimal balance of mental and physical activity is possible subject to strict consideration of age and individual psychophysiological characteristics characteristic of certain stages of children’s development.

The method of physical education of children must correspond to the age-related morphofunctional and mental characteristics of their body. It is known that for children of primary school age, the most burdensome element of the school regime is prolonged sitting at a desk, which contributes to chronic overload of the spine. Therefore, the spine should be the subject of special concern when selecting exercises during physical education.

In 6-year-old children, rapid growth in body length is observed. The child loses excess roundness, his skeleton and muscles grow rapidly, the percentage of ossification increases, and the formation and ossification of the chest and spine begins. Rapid, spasmodic growth leads to a discrepancy between the structure and function of organs and systems, which makes the body of a 6-year-old child extremely susceptible to the influence of unfavorable environmental factors, including limitation of motor activity, static loads, and mental stress. Therefore, the school regime for six-year-olds should include a variety of forms and means of physical education that ensure a high level of physical activity.

It has been established that at the age of 6-7 years, the reserve capabilities of the cardiovascular and respiratory systems increase significantly compared to children 4-5 years old, allowing them to perform long-term work of moderate intensity.

The cardiovascular system of a 6-year-old child is able to satisfy the body's needs when performing endurance loads with a capacity of 60-70 percent of the maximum. Many authors have shown the possibility of developing endurance in 6-7 year old children through the widespread inclusion of cyclically repeating sets of physical exercises, even running, skiing, cycling and other exercises of a cyclic nature in physical education lessons and physical education classes. The high effectiveness of pedagogical influence is explained by the fact that at 6-7 years of age there is a natural rapid increase in endurance and, as a result, increased sensitivity to the effects of physical activity aimed at its development.

It is necessary to stimulate the development of endurance, since it is closely related to the child’s performance and determines his readiness to study at school, contributes to the successful overcoming of educational loads, better assimilation of knowledge in general education subjects, significantly increases his physical performance and has a positive effect on the development of speed and strength qualities.

Loads such as moderate-intensity running (40-60% of maximum speed) help to increase the body's functional capabilities and reduce morbidity. The volume of even running for 6-year-old children should be 1000 - 1500 meters, which they can successfully overcome in 6.5-9 minutes without much strain. At this age, it is possible to develop almost all qualities and teach all movements, which is facilitated by the intensive development of motor function.

The lag in the growth of physical qualities from the growth of anthropometric indicators indicates an incorrect method of physical education and negatively affects both physical development and mental performance.

The comprehensive development of physical qualities with the targeted development of endurance creates the basis for the development of more powerful motor actions in terms of coordination.

At the initial stages of training, it is necessary to lay the foundation for the physical improvement of a person, which will serve as the key to his further success in mental, labor and sports activities.

The age of 7-9 years is characterized by a slower growth rate, smooth development, gradual changes in the structures and functions of the body. Higher nervous activity and motor function reach a fairly high degree of development, and are promoted at this age by technically complex forms of movement that require precision, high coordination of movements, speed, flexibility and dexterity.

Children's ability to perform low-intensity work for a relatively long time increases. Children under 11 years of age are especially sensitive to the effects of low-intensity exercises that develop endurance. From 12 to 15 years, the effectiveness of these exercises decreases, endurance stabilizes or even decreases slightly.

Children of primary school age tolerate speed-strength exercises well (jumping, acrobatic exercises, apparatus exercises). From 9 to 11-12 years old, boys show a high sensitivity to dynamic, strength exercises.

In girls, strength endurance from 9 to 11 years old reaches 15-16 year old girls. Static efforts in younger schoolchildren are accompanied by rapid fatigue.

However, in order to maintain correct posture while sitting at a desk, the correct posture for performing the exercise, it is necessary to use static conditions with mandatory breathing control.

To prevent postural defects, more attention must also be paid to the development of the trunk muscles. Due to the fact that the relative sizes of muscles (per 1 kg of body part) are close to those of adults, at this age exercises for developing strength associated with overcoming body weight (such as climbing in an inclined and vertical position) are widely used. It must be remembered that muscles have thin fibers, are poor in protein and fat, and contain a lot of water, so they must be developed gradually and in many ways. Large volume and intensity loads lead to high energy consumption, which can lead to greater growth retardation.

It is necessary to avoid senometric exercises, sharp jolts during landings when jumping, uneven load on the left and right legs, and large loads on the lower limbs. These exercises can cause displacement of the pelvic bones, their improper fusion, leading to flat feet and postural disorders in children.

The ability to work on debt is also limited in children of primary school age. They stop intensive work when the oxygen debt is only one liter. Endurance to work of submaximal intensity increases only by 12 years. At rest, and even more so during muscle loads, children experience greater tension in the functions of the cardiovascular and respiratory systems, and a high oxygen cost of work.

In working with children of primary school age, an important place is occupied by the development of thinking, which consists of a transition from visual-figurative to verbal-logical, reasoning thinking, the final formation of which occurs already in adolescence.

The timely formation and successful restructuring of all mental processes is greatly facilitated by purposeful motor activity.

In addition to developing the vital skills of walking, running, jumping, throwing, in physical education lessons it is necessary to teach children to maintain correct posture, analyze muscle sensations, control their actions, and solve tactical problems.

At this age, children have poorly developed attention span. They are characterized by high emotionality and a highly developed need for movement. If it is impossible to satisfy this need, the child’s muscle tension increases, attention deteriorates, and fatigue quickly sets in. Resistance to fatigue is carried out in younger schoolchildren through movements, which are a protective physical reaction to overexertion. In this case, no advice, prohibitions or comments from the teacher will help. Only exercise will help.

1.5 Psychological and pedagogical characteristics of children of primary school age

The attention function of younger schoolchildren is not yet sufficiently developed; they are often absent-minded and switch from one subject to another. In this regard, it is advisable to offer them short-term outdoor games, in which greater mobility alternates with short breaks. The games consist of a variety of free, simple movements, and large muscle groups are involved in the work. The simplicity and limited number of rules of the game are determined by the lack of stability of attention and the relatively poorly developed volitional qualities of children aged 6-9 years.

Children of this age are active, independent, inquisitive, strive to immediately and simultaneously be involved in the games being played, and during the game they try to achieve their goals in a relatively short time; they still lack patience and perseverance. Their mood changes often. They are easily upset when they fail in a game, but, having become carried away by it, they soon forget about their grievances.

Younger schoolchildren perceive more clearly and better assimilate everything that they see, hear, and observe. However, at this age, the child’s figurative, objective thinking is gradually replaced by conceptual thinking. Children demonstrate greater awareness in play activities; they develop the ability to share impressions, compare and contrast what they observe. They begin to be more critical of the actions and actions of their fellow players. The emergence of the ability to think abstractly, critically, and consciously control movements allows schoolchildren to successfully master complex rules of games and perform actions explained and demonstrated by the leader.

The leader should state the rules of the game briefly, since children strive to reproduce everything outlined in the actions as quickly as possible.

Often, without listening to the explanation, children express a desire to play one or another role in the game. It’s not bad if the leader talks about the game in the form of a fairy tale, which is perceived by children with great interest and contributes to the creative performance of roles in it. This method can be used to better assimilate the game when children are not attentive or when they need rest after physical activity.

Children of grades I-III are very active, but, of course, they cannot calculate their capabilities. All of them basically want to be drivers, so the leader himself must appoint them in accordance with their abilities. You can also appoint the player who won the previous game as the driver, rewarding him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.

The choice of driver should contribute to children’s 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.

It is better to give signals in games for primary school children 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.

Children of this age are very vulnerable, so it is not recommended to take them out of the game for mistakes. If the content of the game requires the temporary exit of the losers, then it is necessary to determine a place for the dropouts and remove them for a very short time. The manager must be tolerant of violations in the game and non-compliance with the rules, remembering that this is mainly due to inexperience, inability to play group games and insufficient general physical development of children.

To carry out most games in the lower grades, the leader needs bright, colorful equipment, since in children the visual receptor is still poorly developed, and attention is scattered. The equipment should be light, convenient in volume, and correspond to the physical capabilities of children. Thus, medicine balls weighing up to 1 kg can be used for rolling and passing, but not for throwing; and for games it is better to use volleyballs.

Before a child can benefit from formal learning, he needs to develop self-expression, internal control, coordination and the ability to be assertive, humorous, inquisitive and thoughtful. He must learn to achieve goals and lose. He needs to enjoy physical and mental activities. Games can help you gain these qualities and dexterity.

Informal games allow everyone, regardless of their talents and shortcomings, to participate in them on equal terms with other children and gain very significant experience for future learning.

In addition, the game demonstrates ingenuity and demonstrates physical effort, and serves to prepare children for social life. This contributes to the formation of mental and moral concepts and creates the need for rules. Both games and life need movement, planning a direction and anticipating possible actions of an opponent. Games help teach these techniques.

Modern children move little, play outdoor games less than before due to their attachment to TV and computer games. The number of open spaces for games is also decreasing. Parents and educators are increasingly concerned about how, where and when to provide children with opportunities for active and creative play. And in order to maintain children’s interest in such games, they must recognize them, and the teacher’s task is to help them with this.

CHAPTER 2. Objectives, methods, organization of research

2.1 Research objectives

During the research, the following tasks were solved:

1. Analysis of literary sources on this issue.

2. Development of a methodology for developing the coordination abilities of children of primary school age through outdoor games.

3.Checking the effectiveness of the proposed method.

4. Determination of indicators of the development of coordination abilities of children in the experimental and control groups.

2.2 Research methods

When cultivating coordination abilities, the following main methodological approaches are used.

1. Teaching new and varied movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the first stages of sports improvement. By mastering new exercises, students not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements. Having extensive motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.

Stopping learning new and varied movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.

2. Developing the ability to rearrange motor activity in a suddenly changing environment. This methodological approach also finds wide application in basic physical education, as well as in team sports and martial arts.

3. Increasing the spatial, temporal and power accuracy of movements based on improving motor sensations and perceptions. This methodological technique is widely used in a number of sports (gymnastics, sports games, etc.) and professional applied physical training.

4. Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation at the right moments of performing exercises) causes a certain incoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.

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